Motivating medical students to learn teamwork skills

Aarnio, Matti; Nieminen, Juha; Pyörälä, Eeva; Lindblom‐Ylänne, Sari

doi:10.3109/01421591003657469

Cited by 31 publications

(24 citation statements)

References 31 publications

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“…Such key points might be terms or concepts that are used unclearly or inconsistently. Although these elements of conversation had been introduced to the students and practiced in the Teamwork Skills module before the tutorial sessions (see Aarnio et al 2010), they still seemed to call for improvement.…”

Section: Discussionmentioning

confidence: 97%

“…In addition, asking critical questions to challenge each others' contributions could stimulate thorough argumentation (Visschers-Pleijers et al 2005a). Asking such questions would require that students identify key points in the discussion and formulate questions to clarify them (Aarnio et al 2010). Such key points might be terms or concepts that are used unclearly or inconsistently.…”

Section: Discussionmentioning

confidence: 99%

“…They had also taken a 2-h Teamwork Skills module aiming at improving students' verbal communication in a group. The module included short lectures and interactive exercises focusing on active listening, identification of key points, asking questions and handling conflicts about knowledge (see Aarnio et al 2010). …”

Section: Contextmentioning

confidence: 99%

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Dealing with conflicts on knowledge in tutorial groups

Aarnio

Lindblom‐Ylänne

Nieminen

et al. 2012

Adv in Health Sci Educ

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The aim of our study was to gain understanding of different types of conflicts on knowledge in the discussions of problem-based learning tutorial groups, and how such conflicts are dealt with. We examined first-year medical and dental students' (N = 33) conflicts on knowledge in four videotaped reporting phase tutorials. A coding scheme was created for analysing verbatim transcripts of 43 conflict episodes in order to find out whether the conflict episodes were about factual or conceptual knowledge and how the students elaborated the knowledge. Conflict episodes were relatively rare (taking up 7.6 % of the time) in the videotaped groups. Conflict episodes were more frequently about factual knowledge (58 %) than conceptual knowledge (42 %), but conflicts on conceptual knowledge lasted longer and were more often elaborated. Elaboration was, however, more frequently done individually than collaboratively. Conflict episodes were generally fairly short (mean duration 28 s). This was due to a lack of thorough argumentation and collaborative elaboration of conflicting ideas. The results suggest that students' skills to bring out differences in each other's conceptual thinking, the depth of argumentation and the use of questions that elicit elaboration need to be improved. Tutors' skills to facilitate the collaborative resolving of conflicts on knowledge call for further study.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

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Dealing with conflicts on knowledge in tutorial groups

Aarnio

Lindblom‐Ylänne

Nieminen

et al. 2012

Adv in Health Sci Educ

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“…Article publié par EDP Sciences future des étudiants [6][7][8] . Par ailleurs, plusieurs pratiques d'évaluation des apprentissages sont associées à des effets motivationnels positifs [3,[9][10][11][12][13] .…”

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La motivation des étudiants en sciences de la santé : un levier pédagogique à exploiter et un objet de recherche à construire

Pelaccia

2016

Pédagogie Médicale

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“…Nevertheless, students do not automatically develop team working skills when they are assigned to groups, even in the small group tutorials in the medical school model of PBL [14,15,16]. Since having functional teams in which students can harmoniously cooperate is crucial for successful PBL implementation [17], a framework that can guide students to go through the whole PBL cycle step by step as a team would be helpful for small groups in medium to large class settings.…”

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confidence: 99%

Cooperative Problem-Based Learning (CPBL): A Practical PBL Model for a Typical Course

Mohd‐Yusof

Helmi

Jamaludin

et al. 2011

Int. J. Emerg. Technol. Learn.

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Abstract-Problem-Based Learning (PBL) is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system setup is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrolment and large class sizes. In a typical course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL) is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL) model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40-60 students for one floating facilitator), with small groups consisting of 3-5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described. IndexTerms-cooperative problem-based learning, problem-based learning, cooperative learning, scaffolding

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Motivating medical students to learn teamwork skills

Abstract: When introducing multidisciplinary subjects to medical students, it is important to think through the clinical relevance of the topic and how it is introduced to medical students.

Cited by 31 publications

References 31 publications

Dealing with conflicts on knowledge in tutorial groups

Dealing with conflicts on knowledge in tutorial groups

La motivation des étudiants en sciences de la santé : un levier pédagogique à exploiter et un objet de recherche à construire

Cooperative Problem-Based Learning (CPBL): A Practical PBL Model for a Typical Course

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