Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL)

Area of Science:

• Medical Education
• Pedagogical Research
• Curriculum Design

Background:

• Case-based learning (CBL) and Team-based learning (TBL) are established small-group learning methods in medical education.
• Both pedagogies utilize authentic clinical cases and active learning, but differ in application and curriculum integration.
• Limited research exists on how CBL and TBL align with curriculum design principles.

Purpose of the Study:

• To explore student and facilitator perceptions of CBL and TBL within a medical curriculum.
• To analyze these perceptions through the lens of Experience-based learning (ExBL).

Main Methods:

• A study involving 34 Year 2 medical students and 13 CBL facilitators during a Renal and Urology teaching block.
• Students concurrently participated in four CBL sessions and weekly TBL sessions.
• Data collection included questionnaires from students and facilitators, and focus groups with students; analysis used descriptive statistics and thematic analysis.

Main Results:

• High response rates for questionnaires (71% students, 85% facilitators) and focus groups (35% students).
• Students reported positive experiences with CBL, noting its complementary nature to TBL.
• CBL was valued for applying knowledge to clinical problems, guided discussion, and learning efficiency.

Conclusions:

• Team-based learning (TBL) is effective for basic science knowledge acquisition.
• Case-based learning (CBL) excels at developing clinical reasoning skills and guided small-group discussion.
• Medical curricula can be enhanced by vertically integrating TBL in early phases (basic sciences) and CBL in later phases (clinical immersion).