Team cohesiveness, team size and team performance in team-based learning teams

Thompson, Britta M.; Haidet, Paul; Borges, Nicole J.; Carchedi, Lisa; Roman, Brenda; Townsend, Mark H.; Butler, A; Swanson, David B.; Anderson, Michael P.; Levine, Ruth E.

doi:10.1111/medu.12636

Cited by 79 publications

(67 citation statements)

References 13 publications

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“…Observations and peer evaluations in cluster E revealed high agreeableness and group cohesion in these groups -both of which have previously been positively linked with group performance (Slavin, 1996;Johnson et al, 1998;Neumann and Wright, 1999;Bell, 2007;Prewett et al 2009;Thompson et al, 2015). Some level of conflict may be desirable in teams however, creating opportunity for debate, diversity of opinion and perspective (De Dreu & Weingart, 2003).…”

Section: Defining a 'Good Group'mentioning

confidence: 82%

What makes a ‘good group’? Exploring the characteristics and performance of undergraduate student groups

Channon

Davis

Goode

et al. 2016

Adv in Health Sci Educ

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Group work forms the foundation for much of student learning within higher education, and has many educational, social and professional benefits. This study aimed to explore the determinants of success or failure for undergraduate student teams and to define a 'good group' through considering three aspects of group success: the task, the individuals, and the team. We employed a mixed methodology, combining demographic data with qualitative observations and task and peer evaluation scores. We determined associations between group dynamic and behaviour, demographic composition, member personalities and attitudes towards one another, and task success. We also employed a cluster analysis to create a model outlining the attributes of a good small group learning team in veterinary education.This model highlights that student groups differ in measures of their effectiveness as teams, independent of their task performance. On the basis of this, we suggest that groups who achieve high marks in tasks cannot be assumed to have acquired team working skills, and therefore if these are important as a learning outcome, they must be assessed directly alongside the task output.

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Section: Defining a 'Good Group'mentioning

confidence: 82%

What makes a ‘good group’? Exploring the characteristics and performance of undergraduate student groups

Channon

Davis

Goode

et al. 2016

Adv in Health Sci Educ

View full text Add to dashboard Cite

show abstract

“…Larger teams have higher levels of collective knowledge, however, smaller teams develop cohesiveness more easily (Michaelson, Parmalee, McMahon, & Levine, ; Thompson et al, ). Team cohesion reflects the “degree to which members are committed to one another in the achievement of team goals” (Thompson et al, , p. 380). It is possible that it was easier for the non‐CRM (control) hospital to create a cohesive environment due to the smaller facility size and fewer number of team members, thereby enhancing team performance.…”

Section: Discussionmentioning

confidence: 99%

Failure to rescue and 30‐day in‐hospital mortality in hospitals with and without crew‐resource‐management safety training

Bacon

McCoy

Henshaw

2019

Research in Nursing & Health

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Failure to rescue (FTR) occurs when a clinician is unable to save a hospitalized patient's life when they experience a complication that was not present on admission. Research suggests that a focus on patient safety, including implementing airline‐industry‐based‐crew‐resource management (CRM) training, can improve patient outcomes, however, the effects of CRM on FTR are unknown. This study examined FTR and 30‐day in‐hospital mortality (IM) outcomes in two hospitals to determine if differences existed in the treatment hospital (received CRM training) and the comparison hospital (did not receive CRM training). Researchers expected there would be lower rates of FTR and IM in the treatment hospital than the comparison hospital. The study utilized a matched two‐group comparison, cross‐sectional quasi‐experimental design. Over 10,000 patients (n = 10,823) comprised the study with 1,764 having at least one FTR complication. Adjusted odds of FTR were 2.9% higher for treatment versus comparison but these results did not reach significance. The adjusted odds of IM were 0.4% higher for treatment versus comparison but not significantly higher. Although the reasons for our findings remain unclear, previous researchers also found that CRM training improved staff outcomes but unexpectedly did not improve patient outcomes. CRM training may best be used to target changes in staff behaviors and improvement in staff outcomes. Refresher CRM training may be needed to prevent drifting back into longstanding behaviors. Reductions in FTR and patients with IM outcomes may require more comprehensive, multipronged interventions in addition to CRM training.

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“…This teaching method allows students to reinforce and apply reviewed concepts through engaging discussions and by solving higher-order experimental or clinical problems (17). TBL also promotes the development of essential problem-solving and critical reasoning skills necessary for better understanding of course content by requiring students to apply learned concepts to difficult problems (31). TBL has been shown to disproportionately help those students who are struggling most with course material (20).…”

Section: Introductionmentioning

confidence: 99%

Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts

Behling

Murphy

Mitchell-Williams

et al. 2016

J Microbiol Biol Educ.

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As part of an undergraduate pipeline program at our institution for students from underrepresented minorities in medicine backgrounds, we created an intensive four-week medical microbiology course. Team-based learning (TBL) was implemented in this course to enhance student learning of course content. Three different student cohorts participated in the study, and there were no significant differences in their prior academic achievement based on their undergraduate grade point average (GPA) and pre-course examination scores. Teaching techniques included engaged lectures using an audience response system, TBL, and guided self-directed learning. We hypothesized that more active learning exercises, irrespective of the amount of lecture time, would help students master course content. In year 2 as compared with year 1, TBL exercises were decreased from six to three with a concomitant increase in lecture time, while in year 3, TBL exercises were increased from three to six while maintaining the same amount of lecture time as in year 2. As we hypothesized, there was significant (p < 0.01) improvement in performance on the post-course examination in years 1 and 3 compared with year 2, when only three TBL exercises were used. In contrast to the students’ perceptions that more lecture time enhances learning of course content, our findings suggest that active learning strategies, such as TBL, are more effective than engaged lectures in improving student understanding of course content, as measured by post-course examination performance. Introduction of TBL in pipeline program courses may help achieve better student learning outcomes.

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Team cohesiveness, team size and team performance in team-based learning teams

Cited by 79 publications

References 13 publications

What makes a ‘good group’? Exploring the characteristics and performance of undergraduate student groups

What makes a ‘good group’? Exploring the characteristics and performance of undergraduate student groups

Failure to rescue and 30‐day in‐hospital mortality in hospitals with and without crew‐resource‐management safety training

Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts

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