Aligned or Misaligned? Student Perspectives about Team Based Learning (TBL)

Introduction: Most studies about team-based learning (TBL) focus on whether it was better than another learning method, such as lecture, at achieving particular outcomes (e.g., exam performance, engagement in class, retention of knowledge, etc.) There is limited information on how TBL works to achieve these outcomes. This study aimed to understand how TBL works by obtaining student perspectives on how they learned in TBL. Methods: This study used exploratory qualitative research. A total of four focus group sessions were conducted, in which each group consisted of either all first-year (M1) or all second-year (M2) medical students. Participants were asked about how they learn in TBL as compared to lectures using semi-structured interviews. Sessions were transcribed and thematic analysis of student responses was completed. Results: A total of 21 M1 and M2 students participated in the focus groups. The overarching theme identified in their comments was misalignment, which encompassed five areas: 1) misalignment between TBLs and sequencing of the overall course; 2) misalignment between TBLs and course exams; 3) misalignment between components of TBLs; 4) misalignment between student and faculty goals of TBL and 5) misalignment between students and members of their TBL team. Conclusion: Misalignment in the design and implementation of TBL impeded optimal learning and had larger implications for curriculum design and interpersonal relationships.