Impact of Team Formation Method on Student Team Performance Across Multiple Courses Incorporating Team-based Learning

Using team-based learning to optimize undergraduate family medicine clerkship training: mixed methods study

BACKGROUND

Team-Based Learning (TBL) is an established educational strategy which has become increasingly popular in the training of healthcare professionals. TBL is highly suitable for teaching Family Medicine (FM) especially that teamwork and collaborative care, in this medical discipline, are at the core of safe and effective practice. Despite the established suitability of TBL for teaching FM, there are no empirical studies that capture the students' perception of a TBL in FM undergraduate learning experience in the Middle East and North Africa region (MENA).

OBJECTIVE

The overall objective of this study was to investigate the perception of students regarding a TBL in FM intervention (in Dubai, United Arab Emirates), that was designed and implemented in alignment with a constructivist learning theory.

METHODS

A convergent mixed methods study design was utilized to develop a thorough understanding of the students' perceptions. Qualitative and quantitative data were concurrently collected and independently analyzed. The output of thematic analysis was systematically merged with the quantitative descriptive and inferential findings using the iterative joint display process.

RESULTS

The qualitative findings shed light on the students' perception of TBL in FM, and the interplay between team cohesion and engagement with the course. As for the quantitative findings, they showed that the percentage of the total average of the Satisfaction with TBL in FM score was 88.80%. As for change in impression of FM discipline, the percentage of the total average was 83.10%. The perception of team cohesion, with a mean of agreement of 8.62(1.34), seemed to be significantly associated with the students' perception of the team test phase component, only (P < 0.05). As for the perception of the level of engagement with the course, with a mean of agreement of 9.29(0.84), it turned out to be significantly associated with the change in impression of FM discipline (P < 0.05). Lastly, the joint display analysis showed how the quantitative and qualitative findings built upon each other, revealing how best to leverage TBL in FM trainings.

CONCLUSION

The current study showed that TBL embedded in a FM clinical clerkship was well-received by students. It is worth leveraging the lessons learned from the first-hand experience reported upon in the current study to optimize the utilization of TBL in FM.

The value of team-based learning in a pandemic and five simple tips to get started

Team-Based Learning (TBL) can be easily applied to different learning outcomes in various courses. This approach builds community and provides peer support for students in both in-person and online learning environments. When used for formative assessment, it can promote student learning while reducing the quantity of grading for instructors. Five simple tips to provide structure and flexibility for the successful implementation of Team-Based Learning are described using an example of a recent second-year principles of genetics course.

I know my teammates: the role of Group Member Familiarity in Computer-Supported and face-to-face collaborative learning

Considering the importance of group member familiarity in collaborative learning in classroom learning environments, this study examined the impact of group member familiarity on CSCL (computer-supported collaborative learning) in a networked setting. Also, the differences between CSCL in the online environments and FtF (face-to-face) collaborative learning were also compared. An analysis using structural equation modeling revealed that group member familiarity increased teamwork satisfaction, which in turn increased student engagement and perceived knowledge construction. A multi-group analysis revealed that while FtF collaborative learning exhibits higher levels of group member familiarity, teamwork satisfaction, student engagement, and perceived knowledge construction, the mediating effect of teamwork satisfaction was more pronounced in online settings. The study findings provided insights for teachers to improve collaborative learning experiences and adapt different teaching strategies.

Five ways for facilitators to get a grip on small group learning

Successful groups do not happen by chance, and they do not depend solely or even mainly on the interpersonal skills of the group members. Cooperative learning (CL) theory tells us that small groups are successful when facilitators structure and organize the small group to include each one of the five elements of cooperative learning. In this article, we have described each of these five elements as a way to get a grip on small group learning: positive interdependence, promotive interaction, group and individual accountability, interpersonal and small group skills, and group processing. To help our readers remember the five key elements of CL, the five ways to get a grip on small group facilitation, we have created an infographic.

Impact of two methods for assigning groups in a team-based learning self-care course

INTRODUCTION

Studies have examined the impact of team formation strategies to performance on team assessments and perceptions of team dynamics. This study assessed the impact of intentional vs. randomized team formation strategies on a semester-long self-care pharmacotherapy course taught using team-based learning.

METHODS

Students were intentionally assigned to teams in fall 2018 and randomized to teams in fall 2019. Performance on team readiness assessment tests (TRATs) was compared. Student perceptions regarding team dynamics were evaluated using a questionnaire.

RESULTS

The were no significant differences in TRAT scores between the intentional (n = 91; average 99.8%) and randomized (n = 68; average 99.9%) cohorts (P = .33). Response rates for the student perception questionnaires for the intentional and randomized cohorts were 85.7% and 77.9%, respectively. No significant differences existed between cohorts for any questionnaire items.

CONCLUSIONS

The type and number of criteria used to intentionally develop teams has varied across the literature and has generally failed to show significant differences in performance on team assessments regardless of team formation strategy. There have been varied findings with respect to the impact of team formation criteria on student perceptions related to team dynamics. In this study, intentionally assigning teams in a single semester-long course primarily using community pharmacy experience and significant relationships did not produce significant differences in team performance or student perceptions compared to randomization. For teams in a single semester course, randomization may be an efficient way of assigning students to teams without negatively impacting team performance or perceptions of team dynamics.

Lessons learned: Assessing team creation by personality inventories in pharmacy students

BACKGROUND

Proper team formation is critical for team performance and dynamics in the setting of team-based learning (TBL). Faculty should stratify students to ensure an even allocation of learner resources; however, the ideal method of team creation for TBL in pharmacy education has yet to be determined. A study aimed to assess team formation stratified by personality strengths on student performance for graded team activities, peer evaluations, and student perceptions of team dynamics compared to randomization of teams the previous semester with the same cohort. This Live and Learn piece will describe lessons learned throughout this project and research considerations for future studies on TBL team creation.

IMPACT

The study design compared team stratification by strengths vs. randomization, which resulted in similar distribution of CliftonStrengths domains with a variation of two teams between the semesters. Due to homogeneity in student strengths and negligible difference in purposeful team creation by strengths vs. randomization, the study was limited in its methodology and findings.

RECOMMENDATIONS

Through the description of this experience, the authors have outlined suggestions for designing studies to explore team creation methods, specifically capturing preliminary data, including a control group, and recognizing the influence of randomization.

DISCUSSION

Future studies to identify the optimal method for team formation may include alternate stratification approaches and should be performed over multiple cohorts from varying institutions. It is equally plausible that randomization consistently generates teams with equitable resource distribution and team formation has no overall impact on TBL effectiveness.

A systematic approach to team creation and peer evaluation in a large classroom setting

INTRODUCTION

There is limited data to support a particular method for optimal team creation in pharmacy education. We aimed to implement and evaluate a systematic approach to team creation and compare the impact on team dynamics to teams created via random selection.

METHODS

Two concurrent courses were used to assess team creation methods. Student-specific variables were used for team creation in one course while another course utilized teams created via random allocation. Each course conducted similar peer evaluations to provide feedback and assess team dynamics. A matched pre- and post-course survey assessed changes in student perceptions of team creation and peer evaluation. Student-perceived team effectiveness and individual coursework performance were assessed.

RESULTS

A total of 109 students were enrolled in each of the two courses, with 98% and 93% providing evaluation of team dynamics within the intervention and control methods, respectively. Students perceived better team effectiveness in intervention-created groups in relation to decreased task (p < 0.01), relationship (p < 0.01), and process conflict (p < 0.01), along with increased task attraction (p < 0.01). There was no significant difference in student performance on individual examinations team creation methods (p = 0.17).

CONCLUSIONS

A systematic approach to team creation improved student-perceived team dynamics with no significant impact on coursework scores. A systematic approach to team creation via a web-based platform is feasible in a large classroom setting and may provide an avenue for assessment approaches related to teamwork and team dynamics.