BackgroundCollaboration is of increasing importance in medical education and medical practice. Students’ and tutors’ perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students’ and tutors’ views on competencies and behaviours which promote effective learning and interaction in small group settings.MethodsThis study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted.ResultsStudents and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups.ConclusionThis study has identified medical students’ and tutors’ perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.

Background It has been widely acknowledged that refugees are at risk of poorer health outcomes, spanning mental health and general well‐being. A common point of access to health care for the migrant population is via the primary health care network in the country of resettlement. This review aims to synthesize the evidence of primary health care interventions to improve the quality of health care provided to refugees and asylum seekers. Methods A systematic review was undertaken, and 55 articles were included in the final review. The Preferred Reporting Items for Systematic Reviews was used to guide the reporting of the review, and articles were managed using a reference‐management software (Covidence). The findings were analysed using a narrative empirical synthesis. A quality assessment was conducted for all the studies included. Results The interventions within the broad primary care setting could be organized into four categories, that is, those that focused on developing the skills of individual refugees/asylum seekers and their families; skills of primary health care workers; system and/or service integration models and structures; and lastly, interventions enhancing communication services. Promoting effective health care delivery for refugees, asylum seekers and their families is a complex challenge faced by primary care professionals, the patients themselves and the communication between them. Conclusion This review highlights the innovative interventions in primary care promoting refugee health. Primary care interventions mostly focused on upskilling doctors, with a paucity of research exploring the involvement of other health care members. Further research can explore the involvement of interprofessional team members in providing effective refugee/migrant health. Patient or Public Contribution Patient and public involvement was explored in terms of interventions designed to improve health care delivery for the humanitarian migrant population, that is, specifically refugees and asylum seekers.

The student-led research process enabled identification of issues that may not have been otherwise revealed by students, facilitated a better understanding of teamwork teaching and developed ownership of the curriculum among students. The project enabled the development of recommendations for designing learning, teaching, and assessment methods that were likely to be more effective from a student perspective.

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Introduction: Medical education has transitioned to require more active student learning, including self-directed and collaborative approaches. Although there are many advantages to collaborative small-group environments, learning in this setting is not always effective. One potential factor is that behaviours that are key to the success of small-group collaborative learning in medical education are yet to be clearly defined. In this study, we aimed to identify and prioritise behaviours that are relevant to individual students effective collaborative learning in small groups. Method:A two-round modified-Delphi approach was used to identify student behaviours that positively influenced the success of small-group collaborative-learning environments. In Round 1, the panel members were asked to rate the impact of 15 student behaviours on two subscales: (1) enhancing the quality of learning and (2) fostering a collaborative environment. The top 10 behaviours identified were utilised for Round 2, in which the panel members were asked to rank the behaviours based on the magnitude of their positive impact on students' quality of learning.Results: Collaborative group behaviours were prioritised in Round 2, and the top six behaviours were selected for the design of a user-friendly educational intervention for medical students. The key behaviours identified were preparation by the student, involvement in discussion, engagement in learning, listening skills, sharing views and voicing opinions, reflecting on feedback and responding appropriately.