Complexities of learning together: students’ experience of face‐to‐face interprofessional groups

Abstract

Interdisciplinary group work, as a method of learning, has become an essential component of most interprofessional undergraduate curricula in health and social care. Research into the effectiveness of these groups has concentrated on the dynamics of interaction between students from the different professions and focused largely on stereotyping and power. However, within small groups, social and psychological pressures are likely to influence participants’ behaviours and have a dramatic impact on overall effectiveness. Using qualitative data from an evaluative research study of a pre‐qualifying interprofessional undergraduate curriculum, the experience of students engaged in face‐to‐face group learning was examined. Data were collected from 15 groups of health and social care students across two sites of a university in the UK. Age, gender, experience and the demographic composition of the group affected individuals’ levels of participation. Analysis of group observations, student interviews and focus groups revealed a range of influences on group interaction. These include participation, group roles, tasks and cohesion and a tendency to avoid conflict.

Dealing with conflicts on knowledge in tutorial groups

“…In the latter case, students may be avoiding conflict with their peers. This is often intentional, because according to Clarke et al (2007) students are usually polite to each other and want to avoid confrontations in the group. However, if students do not deal with conflicting ideas in a group, there is usually only one prevailing perspective to the topic, which can be that of a dominant person or a result of joint, but hasty conclusions.…”

An examination of interprofessional education in a pre-registration children’s nursing course

“…Clarke et al (2007) highlighted the complexity of group work in IPE and described the importance of facilitation by managing group dynamics, conflict and ensuring inclusiveness. It is, therefore, imperative to ensure that lecturers involved in IPE delivery have appropriate preparation.…”

“…The literature tends to focus on the higher education institution (HEI) angle, such as curriculum design and the relevance of IPE to practice (Clarke et al 2007, Taylor et al 2008. To further understand the position on IPE in a children's healthcare setting, Taylor et al (2008) undertook a knowledge review.…”

Group work in healthcare students’ education: what do we think we are doing?

“…These students were more likely to have a positive appraisal of the GLA. Clarke et al (2007) studied an inter-professional cohort of healthcare students and found that strategies to avoid both personal and within-group negative emotions often took precedence over the stated learning objectives. Using thematic analysis, these authors revealed that age, gender, language and ethnicity, the social value of belonging and group scheduling conflicts influenced students' behaviour and appraisal of the GLA.…”

“…However, increasingly authors raise concern for the need to bring a more critical perspective to the use of GLAs. Specifically, they question whether educators are acting on popular opinion and past practice, or is their decisionmaking grounded in the emerging evidence base (Clarke et al 2007;Volet and Mansfield 2006)? They point out that we should not assume having the structural elements in place will automatically result in desired outcomes.…”