Short-term cognitive learning outcomes in team-based learning: is the permanent team important?

ABSTRACT: Assigning students to work in permanent teams is a design principle in Team-based learning (TBL). It has been assumed that a stable team composition supports the emergence of collaborative problem-solving and learning: when students became more familiar with each other, they shared more information and resolved discrepancies together, which in turn stimulated knowledge acquisition and comprehension. However, this assumption had not been probed by a randomized controlled trial with performance assessment as an outcome. In an online course for second term medical students, 50% of the students were reassigned to new teams for each of the 24 problems to be solved during four classes, thus precluding familiarity. The learning outcome was assessed shortly after the third of four classes by a dom

SUBMITTER: Heber S 

PROVIDER: S-EPMC11382708 | biostudies-literature | 2024 Dec

REPOSITORIES: biostudies-literature