Medical students frequently rely on study strategies developed in prior educational contexts, which may not be well-suited for the intensity and complexity of medical education. Despite extensive research in learning science, many medical education programs lack practical, scalable approaches for teaching students how to adopt evidence-based strategies to enhance their comprehension, retention, and application of content. This multi-institutional project bridges these gaps by embedding learning science principles within a team-based learning (TBL) module, equipping students with tools to foster academic success.

A TBL module on learning science strategies was developed and implemented at one medical school during orientation week for entering medical students, then adapted and implemented at another medical school, allowing for cross-institutional insights and advancements. The modules were co-developed and implemented by faculty and medical education learning specialists to emphasize collaborative support systems available to students throughout their program. Through individual preparation, individual and team readiness assurance tests, and 4S application activities, students were able to define “Six Strategies for Effective Learning,” identify effective and ineffective study plans, and create personalized study plans to be immediately utilized. At one institution, a pretest-posttest design was used to measure confidence to create evidence-based learning plans, knowledge of learning-science strategies, and the value of effective teamwork in medical school. At the other institution, module effectiveness was evaluated with a follow-up survey.

Through the presentation of this innovative example of active, inclusive teaching and learning, attendees will 1) recognize essential learning science principles that support effective study strategies, 2) describe a framework for designing and adapting TBL modules that apply evidence-based study strategies, and 3) identify contextual factors that influence implementation and their impact on student learning strategies. While this example comes from medical education, attendees will be able to adapt this approach to learning science instruction in their own curricula.