Scholarlink

<p>This paper reports on academic outcomes and student perspectives on a 3-year medical education intervention study in which students were assigned to either work with the same “static” group for both team-based learning (TBL) and case-based learning (CBL) sessions, or work with a “hybrid” TBL group comprised of members from different CBL groups. Data included exam and quiz scores, surveys, and focus groups. There were no significant differences in exam scores. Differences in quiz scores were inconsistent. Survey respondents rated static groups better. Qualitative data revealed student ambivalence, which should be addressed when implementing team switching interventions.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

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

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月7日

查看全文
  • M. Ariel Cascio,
  • Julia Knopes,
  • Barbara Warner,
  • Edward McKee

摘要

This paper reports on academic outcomes and student perspectives on a 3-year medical education intervention study in which students were assigned to either work with the same “static” group for both team-based learning (TBL) and case-based learning (CBL) sessions, or work with a “hybrid” TBL group comprised of members from different CBL groups. Data included exam and quiz scores, surveys, and focus groups. There were no significant differences in exam scores. Differences in quiz scores were inconsistent. Survey respondents rated static groups better. Qualitative data revealed student ambivalence, which should be addressed when implementing team switching interventions.