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Short-term cognitive learning outcomes in team-based learning: is the permanent team important?
Stefan Heber1, Michaela Wagner-Menghin2, Ivo Volf1
1Center for Physiology and Pharmacology, Medical University of Vienna, Vienna, Austria.
Medical Education Online
|September 6, 2024
Summary
Permanent teams in Team-based learning (TBL) did not significantly impact medical students' knowledge acquisition compared to temporary teams. Participation in TBL generally improved learning outcomes, suggesting team stability may be less critical than engagement.
Area of Science:
- Medical Education
- Educational Psychology
- Collaborative Learning
Background:
- Team-based learning (TBL) often utilizes permanent teams, assuming familiarity enhances collaboration and learning.
- Prior research has not rigorously tested the impact of team stability on performance outcomes in TBL.
Purpose of the Study:
- To investigate whether permanent versus temporary teams affect learning outcomes in an online TBL course for medical students.
- To assess the impact of team composition on domain knowledge acquisition.
Main Methods:
- A randomized controlled trial was conducted in an online medical course.
- Students were randomly assigned to either permanent or temporary teams for problem-solving activities.
- Learning outcomes were measured using a domain knowledge test.
Main Results:
- No significant difference in domain knowledge test scores was found between students in permanent and temporary TBL teams.
- Participation in online TBL, regardless of team structure, improved domain knowledge test results.
- Team familiarity appears less critical for cognitive learning than previously assumed.
Conclusions:
- The stability of teams in TBL may be less crucial for cognitive learning outcomes than anticipated.
- TBL participation itself is beneficial for knowledge acquisition.
- Future research should explore how TBL can best prepare medical students for clinical reasoning in dynamic, changing teams.
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