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

M Ariel Cascio, Julia Knopes, Barbara Warner, Edward McKee

Abstract read

In one paragraph

Article in Medical science educator, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

M Ariel CascioCenter for Bioethics and Social Justice & Department of Medicine, Michigan State University, East Lansing, MI 48825 USA.ORCID 0000-0001-7795-4652

Julia KnopesDepartment of Bioethics, School of Medicine, Case Western Reserve University, Cleveland, OH 44106 USA.ORCID 0000-0003-4152-7848

Barbara WarnerPsychology Department, Bowling Green State University, Bowling Green, OH 43402 USA.ORCID 0009-0006-1941-8986

Edward McKeeCollege of Medicine, Central Michigan University, Mount Pleasant, MI 48858 USA.ORCID 0000-0002-4467-7668

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

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.

Indexed as

Academic outcomesCase-based learning (CBL)Medical educationStudent perspectivesTeam-based learning (TBL)

Identifiers

PMID41939058

DOI10.1007/s40670-025-02540-3

PMCPMC13043975

What OpenQuestion holds

Textmetadata

LicenceCC BY

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.