PURPOSE
Team-based learning (TBL) is widely used across medical science education,
yet strategies for group formation remain underexplored. While peer group
study is a recognized habit that provides numerous positive outcomes,
educators face the challenge of fostering this practice within formal
curricula. This innovation explores intentional student group randomization
and periodic reshuffling to support both classroom dynamics and the
development of student-led study groups.
METHODS
A literature review was conducted to identify existing strategies for group
formation in medical science education. Few studies address the frequency of
group changes, have a conclusion on the best strategies for group formation,
or the student networking component that potentially leads to student-led
study groups outside of the classroom. To build on these gaps, this
innovation proposes to incorporate strategic reshuffling of student groups.
This design aims to promote student-networking, enhance student adaptability,
and promote the transfer of classroom collaboration into independent study
groups.
RESULTS
A review of the literature revealed limited evidence on the impact of group
reshuffling in team-based learning. Early classroom observations indicate
that structured reshuffling encourages adaptability, though students may
resist changes to established group dynamics. Frequent group changes can
disrupt cohesion and delay trust-building. However, they also expose students
to diverse perspectives and broaden peer networks, supporting the development
of team-based skills.
CONCLUSIONS
Group reshuffling in team-based learning presents benefits for medical
science education students through enhanced adaptability, exposure to diverse
perspectives, and expanded peer networks that strengthen team-based skills.
It also presents challenges, including resistance to change, disruption of
group cohesion, and the time required to rebuild trust. Educators should
consider these outcomes and implement group formation strategies that provide
networking opportunities early in a program while balancing stability and
diversity in group interactions.