We introduced two variants of team based learning (TBL) strategies in pathology course to seek their efficacy in a problem based learning (PBL) curriculum. The TBL strategy was adopted in two different sessions. One during
regular resource session (RS‐TBL) and other during a weekly review session (RVS‐TBL) of the PBL curriculum. The study involved 104 second year students during their 8 weeks
of cardiovascular‐respiratory units and 3 weeks of hematology units. RS‐TBL was adopted for cardiovascular‐respiratory unit and RVS‐TBL for hematology unit. The first 8 weeks
of the course were implemented as RS‐TBL and the last 3 weeks as RVS‐TBL. The results showed that the group performance was markedly improved than individual performance in both RS‐TBL
and RVS‐TBL (p < 0.001). Comparison between the RS‐TBL and RVS‐TBL revealed that individual student and group performance was better
in the RVS‐BL (p < 0.001). The result of the student attitudinal survey indicated an 88% agreement that TBL enhanced their understanding of pathology concepts and critical analysis. Most of the participants
(85%) found RVS‐TBL to be more useful. Post‐TBL, end of semester examination results proved beneficial for the students in risk. The study demonstrated that RVS‐TBL
may be preferably adopted to enhance the philosophy of TBL in a PBL curriculum.