A Randomized Controlled Trial of Team-Based Learning Versus Lectures with Break-Out Groups on Knowledge Retention

Area of Science:

• Medical Education
• Psychiatry
• Pedagogy

Background:

• Traditional lectures with small break-out group discussion (teaching as usual, TAU) are a common method for medical education.
• Team-based learning (TBL) is an active learning strategy that has shown promise in improving knowledge acquisition and retention.
• Evaluating the comparative efficacy of different educational strategies is crucial for optimizing learning outcomes in psychiatric education.

Purpose of the Study:

• To compare the efficacy of team-based learning (TBL) versus traditional lectures with small break-out group discussion (TAU) on knowledge retention among psychiatric educators.
• To assess knowledge retention at 2 months post-intervention using a randomized controlled trial design.

Main Methods:

• A randomized controlled trial was conducted with 115 psychiatric educators attending a conference.
• Participants were randomized to either TBL or TAU for a daylong educational intervention on attention-deficit hyperactivity disorder and research literacy.
• Knowledge was assessed using multiple-choice tests at baseline, immediately post-intervention, and 2 months later.

Main Results:

• Both TBL and TAU groups demonstrated significant improvements in knowledge scores immediately after the intervention compared to baseline.
• The TBL group showed statistically significant higher scores on the immediate post-test compared to the TAU group (Cohen's d = 0.73, p < 0.001).
• No significant differences in knowledge retention were observed between the TBL and TAU groups at the 2-month follow-up among participants who completed the test.

Conclusions:

• Both team-based learning and traditional lectures effectively enhance knowledge acquisition and retention in psychiatric educators.
• This study did not find evidence to support the superiority of team-based learning over traditional lectures for long-term knowledge retention.
• Further research may be needed to explore the optimal implementation of TBL for sustained knowledge retention in medical education contexts.