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The Relationship Between Team Size, Location, and Performance in Preclinical Medical Education Active Learning.

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Larger groups improved performance in team-based learning (TBL) activities for medical students. However, group size did not significantly impact final exam scores, suggesting individual factors are more influential for exams.

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Area of Science:

  • Medical Education
  • Active Learning Strategies
  • Health Professions Education

Background:

  • Case-based learning (CBL) and team-based learning (TBL) are common in preclerkship medical education.
  • This study explores a novel approach using CBL as preparation for TBL.
  • Previous research on group size and classroom location has not focused on medical students during active learning.

Purpose of the Study:

  • Investigate the impact of group size and classroom location on medical student performance.
  • Analyze effects on both team-based learning (TBL) and final exam scores.
  • Evaluate the relationship between active learning environments and academic outcomes.

Main Methods:

  • Analysis of student performance data from four preclerkship medical cohorts.
  • Descriptive statistics to compare cohort performance.
  • Regression analysis to assess the influence of group size and location on TBL and exam performance.

Main Results:

  • Larger groups were associated with improved individual and team performance in TBL.
  • Classroom location showed mixed effects on TBL and exam performance.
  • No significant relationship was found between group size and final exam scores.

Conclusions:

  • Larger group sizes positively correlate with enhanced TBL performance.
  • Individual factors, rather than group dynamics, appear to be more critical for exam success.
  • Findings highlight the need for further research on optimal group sizes and learning environments in health science education.