Team Switching in Peer-Based Learning Groups: Academic Performance and Medical Student Perspectives

Area of Science:

• Medical Education
• Educational Psychology

Background:

• Team-based learning (TBL) and case-based learning (CBL) are key pedagogical methods in medical education.
• The impact of group stability versus dynamic group composition on student outcomes is an area of ongoing research.

Purpose of the Study:

• To compare academic outcomes and student perceptions between static and hybrid group models in a 3-year medical education intervention.
• To investigate the influence of consistent versus changing group members on student learning experiences.

Main Methods:

• A 3-year study involving medical students randomly assigned to static (same group for TBL and CBL) or hybrid (mixed TBL groups) learning environments.
• Academic data (exam and quiz scores) and qualitative data (surveys, focus groups) were collected and analyzed.

Main Results:

• No significant differences were observed in overall exam scores between static and hybrid groups.
• Quiz score differences were inconsistent across the study duration.
• Student surveys indicated a preference for static groups, while focus groups revealed mixed feelings and ambivalence regarding group composition.

Conclusions:

• While static groups were preferred by students, the lack of significant academic performance differences suggests flexibility in implementation.
• Student ambivalence highlights the need for careful planning and communication when introducing team-switching interventions in medical training programs.