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

Channon, Sarah B; Davis, Ruth J.; Goode, Nigel T.; May, S. A.

doi:10.1007/s10459-016-9680-y

Cited by 24 publications

(18 citation statements)

References 66 publications

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“…Interestingly, the challenges of peer learning in the context of social media use were remarkably similar to those reported in face to face teaching sessions (Channon et al 2016). Some students enjoyed bouncing ideas off each other and showing their agreement with their peer's answers.…”

Section: Peer Learning and Dealing With Uncertaintymentioning

confidence: 58%

Evaluating #VetFinals: Can Twitter help students prepare for final examinations?

et al. 2017

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Twitter is increasingly used in education. In this article, Twitter was evaluated for its potential to aid veterinary students in their preparation for final examinations. "#VetFinals" revision sessions were facilitated by experts on a variety of topics. The initiative was evaluated through consideration of potential participants, session content and student experiences. In analysis of nine sessions, 52 students participated from eight veterinary schools. During a session, the facilitator tweeted 66 times on average, primarily asking a general question. Students on average tweeted 84 times, mostly in response to facilitators. They also asked novel questions and responded to fellow students. Focus groups and interviews with 11 students suggested that: sessions are useful for preparation/self-testing to succeed in exams; the facilitator and session style impact on learning; the sessions feel like personalized learning; there are elements of safety and exposure leading to some fear of tweeting; peer-learning promotes competition; a community of learners was formed; Twitter has become a part of normal professional life. Whilst not all students will take part in this type of social media use, many found it beneficial. The importance of the facilitator suggests the need for faculty development.

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Section: Peer Learning and Dealing With Uncertaintymentioning

confidence: 58%

Evaluating #VetFinals: Can Twitter help students prepare for final examinations?

et al. 2017

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“…The attainment of learning goals through engagement with collaborative learning tasks can be compromised due to social loafing (lack of contribution from individual students), freeloading (presenting the work of others as one’s own), or social and interpersonal difficulties [38,39,40,41]. For example, Hall et al found that almost half of the students in a veterinary dissection class identified at least one peer who did not contribute productively to their group [38].…”

Section: Literature Reviewmentioning

confidence: 99%

Peer Feedback on Collaborative Learning Activities in Veterinary Education

Dooley

Bamford

2018

Veterinary Sciences

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Collaborative learning activities are an increasingly prominent feature of veterinary curricula that have been redesigned to achieve competency-based graduate learning outcomes. This evolution challenges the traditional individualistic approach to veterinary education and necessitates revisions to assessment and feedback practices to ensure constructive alignment. Peer feedback has been widely reported in the medical education literature as a teaching intervention in collaborative learning settings, with learning gains reported for students who receive and provide peer feedback. In this setting, peer feedback has been demonstrated to provide valuable formative feedback on professional behaviors and skills. However, there are very few such reports in the veterinary education literature to date. Barriers to the introduction of this approach can include teacher and student perceptions, and concerns around validity and reliability. This review aimed to provide an overview of current evidence regarding peer feedback on collaborative learning activities in higher education, and to explore opportunities and challenges for the introduction of peer feedback in the context of veterinary education. We contend that early and repeated provision of formative peer feedback can provide an opportunity to scaffold the development of crucial core competencies within veterinary education, including the self-regulated learning skills required to work in collaborative teams, and interpret and act on feedback.

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“…Group work is an important element across the course, and therefore another key learning outcome for this phase relates to competence in teamwork and team communication. Students are expected to be able to apply models of well-functioning teams (using the Belbin model) 43 and effective communication (using an adaptation of the Calgary-Cambridge system 44 ) to support their group work. As previously mentioned, fundamental to professional identity formation is a process of identifying one's own professional values and priorities, and exploring identity alternatives.…”

Section: Phase 1: the Pre-clinical Yearsmentioning

confidence: 99%

Developing a Professional Studies Curriculum to Support Veterinary Professional Identity Formation

Armitage‐Chan

May

2018

Journal of Veterinary Medical Education

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Professional studies teaching in medical and veterinary education is undergoing a period of change. Traditional approaches, aiming to teach students professional values and behaviors, are being enhanced by curricula designed to support students' professional identity formation. This development offers the potential for improving student engagement and graduates' mental well-being. The veterinary professional identity associated with emotional resilience and success in practice incorporates complexity in professional decision making and the importance of context on behaviors and actions. The veterinarian must make decisions that balance the sometimes conflicting needs of patient, clients, veterinarian, and practice; their subsequent actions are influenced by environmental challenges such as financial limitations, or stress and fatigue caused by a heavy workload. This article aims to describe how curricula can be designed to support the development of such an identity in students. We will review relevant literature from medical education and the veterinary profession to describe current best practices for supporting professional identity formation, and then present the application of these principles using the curriculum at the Royal Veterinary College (RVC) as a case study. Design of a "best practice" curriculum includes sequential development of complex thinking rather than notions of a single best solution to a problem. It requires managing a hidden curriculum that tends to reinforce a professional identity conceived solely on clinical diagnosis and treatment. It includes exposure to veterinary professionals with different sets of professional priorities, and those who work in different environments. It also includes the contextualization of taught content through reflection on workplace learning opportunities.

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

Cited by 24 publications

References 66 publications

Evaluating #VetFinals: Can Twitter help students prepare for final examinations?

Evaluating #VetFinals: Can Twitter help students prepare for final examinations?

Peer Feedback on Collaborative Learning Activities in Veterinary Education

Developing a Professional Studies Curriculum to Support Veterinary Professional Identity Formation

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