The cost-analysis of Team-Based Learning versus small group interactive learning in undergraduate medical education

The financial resources for medical education are limited. Since every pedagogical intervention uses these resources, it is important to prioritize interventions that generate the most educational gains. Applying cost-analysis in education helps align financial resources with educational goals. Team-based learning (TBL) and small group interactive learning (SIL) are two active teaching/learning methods widely used in medical education. We have previously shown that their outcomes are comparable regarding students' knowledge acquisition, satisfaction and engagement. The aim of this study was to evaluate the costs of delivering TBL versus SIL to undergraduate medical students.

The implementation costs and recurring costs of delivering TBL and SIL to 157 medical students attending clinical seminars in the obstetrics and gynecology course at Karolinska Institutet were evaluated. A cost minimization analysis was performed where the implementation costs and the recurring costs of delivering TBL and SIL were calculated and compared.

The implementation costs of delivering TBL were 126 USD/student, with teacher salaries accounting for 50% of the total costs. The recurring costs of delivering TBL and SIL were 74 USD/student and 31 USD/student, respectively. The sensitivity analysis for TBL showed that with analog aids and a student: teacher ratio of 80:1, the costs would be 10 USD/student.

TBL was more costly than SIL in our setting, primarily due to the implementation expenses incurred for faculty training during the initial phase of this newly introduced teaching method and the costs of using an electronic platform. However, the sensitivity analysis indicated that adopting analog tools and increasing the student: teacher ratio could significantly reduce TBL costs, making it more comparable to SIL.