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Related Experiment Video

Updated: Jul 1, 2026

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Published on: July 21, 2021

Consensus and learning climate in temporary versus permanent teams in team-based learning.

Michaela Wagner-Menghin^1,2, Stefan Heber³, Ivo Volf³

¹Division of Social Psychiatry, Department of Psychiatry and Psychotherapy, Medical University of Vienna, Vienna, Austria.

Medical Education Online

|June 30, 2026

Summary

This summary is machine-generated.

Temporary teams in team-based learning (TBL) showed more disagreements but similar motivation and performance compared to permanent teams. Strategies are needed to foster cooperation in temporary teams for clinical skills development.

Keywords:

Active learning discordant decision learning climate medical students team familiarity

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Published on: July 21, 2021

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Medical Education
Educational Psychology
Team Dynamics

Background:

Team-based learning (TBL) traditionally uses fixed teams, assuming stable groups enhance collaboration and motivation.
The effectiveness of this assumption has not been rigorously tested using randomized controlled trials.

Purpose of the Study:

To compare team-based learning in temporary versus permanent teams.
To evaluate effects on readiness assurance test performance, team consensus, learning climate, and intrinsic motivation.

Main Methods:

A randomized controlled trial involving first-year medical students.
Students were assigned to either permanent TBL teams or teams that were re-assigned for each problem.
Team consensus was indirectly measured by concordant versus discordant team readiness assurance test (tRAT) votes.

Main Results:

Temporary teams exhibited a higher frequency of discordant tRAT votes, indicating less consensus.
The learning climate was rated as more cooperative in permanent teams.
Intrinsic motivation and tRAT scores were comparable between temporary and permanent teams.

Conclusions:

Temporary teams do not negatively impact intrinsic motivation or knowledge gain.
A poorer learning climate in temporary teams may stem from members feeling unappreciated or not accepting majority decisions.
Implementing strategies to promote cooperation in temporary teams can enhance relational competencies for clinical settings.