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

Abstract

Group learning activities (GLAs) are integral components of graduate and undergraduate programmes across disciplines. Students' multidimensional perception of GLAs and preferred learning style influences learning outcomes. Educators need to be aware of the potential for negative learning experiences associated with group activities and provide structured support and feedback to students. Routinely gathered student feedback, revealing unanticipated themes related to group assignments, provided the impetus for the authors to examine the issue in greater depth. This discussion paper will explore the critical elements of successful group learning by comparing themes emerging from analysis of these student preferences related to group learning against evidence from the literature. Student learning style, goals and past experiences with GLAs are critical determinants of the final learning outcome. To decrease negative experiences in GLAs, we recommend: use of group work in formative rather than summative projects; building student confidence by providing a step-wise introduction to GLAs with open discussion of the positive and negative consequences of conflict; and the use of effective role modelling.

Outcomes of synergetic peer assessment: first-year experience

“…However, it remains debatable whether students acquire a stronger sense of ownership and develop a greater interest in learning when they are set to work in groups. Some students prefer to demonstrate individual capabilities and independent thinking, perceive more efficiency in working independently, and are more flexible in managing their own time; a negative group learning experience can affect how they contribute in group tasks (Brown and McIlroy 2011). The individual preference and prior group learning experience can affect how they contribute in group performance, given the combination of intrinsic and extrinsic motivation to learning (Vansteenkiste et al 2004) and how individuals contribute to an interdependent collective process (Kao 2013;Shockley 2004).…”

Effective Groupwork Strategies: Faculty and Students’ Perspectives

“…In a study about course groupwork in China, students reported: uncertainty about the accuracy of the knowledge acquired, time wasted during the session, inadequate focus in teaching, and heavy workload for the students (Huang, 2005). In a more recent study, Brown and McIlroy (2011) reviewed several articles on students' perspectives about groupwork and concluded that rather than learning to value group collaboration, usually, students learned to hate it. The question is why these students were not happy about their groupwork and what instructors could have done to change the situation.…”

“…There are many research studies supporting the idea that collaborative methods have a positive effect on student achievement in almost any discipline (Bennett, 2015;Katz & Rezaei, 1999;Rezaei, 2015). However, the results of research on the effectiveness of groupwork is not always positive and indeed some researchers have argued that groupwork in class may not be useful at all (Qamar, Ahmad, & Niaz, 2015;Brown & McIlroy, 2011).…”

Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons’ and Students’ Perspectives

“…Learning gains associated with peer-learning models have been reported at all educational levels, including elementary (e.g., Slavin 1990), secondary (e.g., Gillies 2008Gillies , 2003, college (Fraser et al 1977) and university contexts (e.g., Brown and McIlroy 2011;Postholm 2008;Payne et al 2006). Additionally, positive outcomes have been demonstrated in a variety of domains, for example, physical sciences (e.g., Topping et al 2011;Balfakih 2003;Chang and Lederman 1994) math (e.g., Sherman andThomas 1986), nursing (e.g., Chapman 2005), healthcare (Brown andMcIlroy 2011) andbusiness (e.g., Nordberg 2008). Apart from demonstrated cognitive gains among learners, peer instruction models often have the added benefit of enhancing learning for the peer tutors (Topping 2005;Goldschmid and Goldschmid 1976).…”