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

Abstract 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.