Productive small groups in medical studies: training for cooperative learning

Abstract

SUMMARY A self-help group approach was used to enhance medical students' cooperative skills within an elective course. The task profile envisaged included team building, cooperative information search and problem-solving skills, and providing and receiving constructive feedback. Learning partnerships were supported and facilitated by discussion and training exercises in small groups without direct teacher tutoring. Self-assessment of task profile and peer assessment of group behaviours were obtained. The results showed acceptable levels of self-efficacy regarding team tasks as well as consistent peer assessment of students' group skills for the majority of the participants. Subsequent cognitive achievement (GPA) was significantly higher for students who participated in the elective experience in comparison with controls. There was also a very significant difference in the proportion of participants selected for a preceptorship in the introductory clinical course. The findings suggest that training for productive cooperative learning is meaningful and useful for students in a realistic setting of medical studies.