Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectives

• Published in: BMC medical education Vol. 16; no. 1; p. 217
• Main Authors: Iqbal, Maha, Velan, Gary M, O'Sullivan, Anthony J, Balasooriya, Chinthaka
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 22.08.2016; BioMed Central
• Subjects: Achievement; Australia; Behavior; Beliefs, opinions and attitudes; Cooperative Behavior; Education, Medical, Undergraduate - methods; Education, Medical, Undergraduate - standards; Female; Focus Groups; Formative Feedback; Group Processes; Group work in education; Humans; Male; Medical students; Methods; Problem-Based Learning; Professional Competence; Students, Medical - psychology; Teaching; Team learning approach in education; Tutors and tutoring; Australia; Small group learning; Group interaction; Collaborative learning
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-016-0730-1

Collaboration is of increasing importance in medical education and medical practice. Students' and tutors' perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students' and tutors' views on competencies and behaviours which promote effective learning and interaction in small group settings. This study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted. Students and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups. This study has identified medical students' and tutors' perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.