What characterize high and low achieving teams in Interprofessional education: A self-determination theory perspective

The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning

“…Similar results were reported by Bronson (2016) where autonomy support also predicted autonomous motivation among nursing students, a finding that is also supported by a study among medical students by Feri et al (2016). A more recent study by Ganotice et al (2020) further corroborates this where autonomy support was found to be a positive predictor of autonomous motivation in Chinese university students.…”

Facilitators and barriers to online group work in higher education within health sciences – a scoping review

“… Nursing Asynchronous and synchronous NA NA NA Floren, L. C [ 40 ]. (2020) US ʽTo develop and evaluate a mobile learning module to support knowledge construction between medical and pharmacy students through structured dialogue prompts.ʼ Quantitative and qualitative feedback on CBL; Scoring student work Medical and pharmacy Asynchronous Virtual interactive case in three phases, two-weeks 2 Ganotice, F. A [ 41 ]. (2022) China ʽTo distinguish the characteristics of high- and low-performing teams, and examine whether self-determined motivation could predict group membership in high- and low-performing teams.ʼ Quantitative; Survey and test scores Chinese Medicine, Medicine, Nursing, Pharmacy, Undergraduate Social Work and Master’s Social Work, Interprofessional educational module Asynchronous and synchronous Work as a team to solve a complex problem (Case-based learning, Care plan, independent team meeting, breakout meeting, peer-evaluation) 10 days 5–8 Garratt-Reed, D [ 42 ].…”

“… Facilitators Barriers Social presence Affective expression Getting to know the other group members [ 66 ] Establishing and improving interpersonal relationships [ 43 , 67 ] Working in the same group over time [ 47 , 48 , 63 ] Lack of personal interaction in group work [ 64 ] Open communication Feeling included and safe in the group [ 48 ] Trusting the others in the group [ 48 ] Reciprocity [ 54 ] Establishing quality communication early in the group process [ 52 , 53 ] Group cohesion Joint accountability, responsibility and shared commitment [ 45 , 47 , 48 , 52 , 54 , 63 ]. Equal distribution of workload [ 37 , 62 ] Establishing group norms [ 53 ] Intensive interactions early in the collaboration [ 52 ] Encouraging interaction and inclusion of all members of the group [ 67 ] Continuous socio-emotional interaction [ 48 , 52 ] Endorsing and valuing teamwork [ 41 ] Lack of shared commitment [ 54 ] Working on tasks regardless of other group members [ 47 ] Unequal distribution of workload [ 42 , 44 , 48 , 62 , ...…”

“…Encouraging interaction and inclusion of all members of the group [ 67 ] and continuous socio-emotional interaction [ 48 , 52 ] were seen as important for successful group work. Also, endorsing, and valuing teamwork was linked to high performance in teams [ 41 ]. However, lack of shared commitment [ 54 ] in working on tasks regardless of other group members [ 47 ], as well as unequal distribution of workload [ 42 , 44 , 48 , 62 , 64 , 68 ] and responsibility [ 62 ] could be potential barriers.…”

“…Few of the included studies aimed to assess facilitators and barriers to online group work specifically [ 33 , 41 , 47 , 53 , 54 , 60 ]. Group work was mostly embedded in a pedagogical design or an integral part of a course and thus not addressed exclusively.…”