A Trial of Team-Based Versus Small-Group Learning for Second-Year Medical Students: Does the Size of the Small Group Make a Difference?

Abstract

Background: Team-based learning is a large-group instructional modality intended to provide active learning with modest faculty resources. Purpose: The goal is to determine if team-based learning could be substituted for small-group learning in case sessions without compromising test performance or satisfaction. Methods: One hundred and sixty-seven students were assigned to team-based or small-group learning for 6 case discussion sessions. Examination scores and student satisfaction were compared. Results: Instruction modality had no meaningful effect on examination score, 81.7% team based versus 79.7% small-group, p= .56 after multivariate adjustment. Student satisfaction was lower with team-based learning, 2.45 versus 3.74 on a 5-point scale, p< .001. Survey responses suggested that the very small size (8–10 students) of our small groups influenced the preference for small-group learning. Conclusions: Team-based learning does not adversely affect examination performance. However, student satisfaction may be inferior, especially if compared to instruction in very small groups of 10 or fewer students.

Acknowledgments

We thank Helaine Noveck, MPH, Department of Medicine, UMDNJ–Robert Wood Johnson Medical School, for assistance with statistical analysis; and Louis Amorosa, MD and Naomi Schlesinger, MD, both of Department of Medicine, UMDNJ–Robert Wood Johnson Medical School, for participation in the TBL sessions and assistance in the design of the case studies and test questions.