Team Learning (TL) is an established instructional strategy which allows a single instructor to facilitate application of course content through small group problem solving in a large group setting. Qualitative and quantitative data is emerging to assess the success and value of this method in medical education. Many factors complicate the evaluation of new teaching methods in general and team learning in particular. Variations between institutions include different groups of learners; exposure to the method from 1 session to an entire course; implementation in one course or multiple courses; and differing levels of faculty preparation and skill. The challenge becomes then not only to judge what is pedagogically worthy, but also the more subtle questions of in which course, at what “dose,” and for which instructor will team learning be successful? We propose to pilot an innovative process to help practitioners evaluate data and make adoption and implementation decisions. The session will focus on the process of synthesizing a disparate domain of results for practical application using sample data from team learning implementations. This session will pilot an innovative “judicial” process to help practitioners evaluate data and make adoption and implementation decisions using sample data from team learning applications. The Session Objectives will be to: 1) Experience a novel “judicial” model for presenting and evaluating evidence; and 2) Synthesize evidence about Team Learning to judge its desirability in given situations. Questions for Discussion will be: 1) Is Team Learning an effective teaching strategy in medical education; 2) What factors appear critical to its success; and 3)What further research is needed? The session format will be to appoint participants to the “IAMSE Supreme Court” to hear the case of “Team Learning vs. Status Quo” and divide them into small groups with one session organizer per group. Then evidence will be presented about Team Learning outcomes as “briefs” devised to capture a balance of positive and negative evidence known to the session organizers. The small groups will be given three scenarios describing realistic instructional settings in which an instructor must decide if and how Team Learning should be utilized (including goals, class size, content, setting, instructor characteristics, etc.). Groups will select and justify the single case in which they believe TL could best be used to achieve stated teaching objectives based on the evidence briefs. The case (and its justification) selected by the most groups becomes the basis of a majority opinion. The others case(s) will become the basis of a minority opinion.