Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL)

Abstract Background Two established small-group learning paradigms in medical education include Case-based (CBL) and Team-based (TBL). Characteristics common to both pedagogies the use of an authentic clinical case, active learning, activation existing knowledge application newly acquired knowledge. However, there are also variances between two teaching methods, a paucity studies that consider how these approaches fit with curriculum design principles. In this paper we explore student facilitator perceptions methods within curriculum, using Experience based (ExBL) as conceptual lens. Methods A total 34/255 (13%) Year 2 students completed four CBLs during 2019 Renal Urology block, concurrent their usual activities, which included weekly TBLs. Questionnaires were distributed all ( n = 34) CBL facilitators 13). addition, invited attend focus groups. Data analysed descriptive statistics thematic analysis. Results total, 23/34 (71%) 11/13 (85%) questionnaires. Twelve (35%) participated Findings indicate experience be positive, many favourable aspects built on complemented TBL provided emphasis basic sciences. The environment was enriched by framework allowed solve problems small groups consistent guidance feedback, capacity discussion, associated efficiencies learning. Conclusion While model integral developing students’ understanding science concepts, reasoning skills. strengths relative development skills guided facilitation group discussion. Our findings suggest delivery may enhanced through increased vertical integration, applying earlier phases program where is principles, becoming more relevant move towards immersion.