Determinants of peer selection for collaborative group work of third-year bachelor students in a medical degree programme with learning communities

References

• Fleming A, Cutrer W, Moutsios S, et al. Building learning communities: evolution of the colleges at Vanderbilt University School of medicine. Acad Med. 2013;88(9):1246–11.
   PubMed Web of Science ®Google Scholar
• Osterberg LG, Goldstein E, Hatem DS, et al. Back to the future: what learning communities offer to medical education. J Med Educ Curric Dev. 2016;3:JMECD.S39420.
   PubMed Web of Science ®Google Scholar
• Smith BL, MacGregor J, Matthews R, et al. Learning communities: reforming undergraduate education. 1st. San Francisco (CA): Jossey-Bass; 2004.
   Google Scholar
• Kamp RJA, Dolmans DHJM, van Berkel HJM, et al. The relationship between students’ small group activities, time spent on self-study, and achievement. High Educ. 2012;64(3):385–397.
   Google Scholar
• Woolf K, Potts HWW, Patel S, et al. The hidden medical school: a longitudinal study of how social networks form, and how they relate to academic performance. Med Teach. 2012;34(7):577–586.
   PubMed Web of Science ®Google Scholar
• Berthelon M, Bettinger E, Kruger DI, et al. The structure of peers: the impact of peer networks on academic achievement. Res High Educ. 2019;60(7):931–959.
   Web of Science ®Google Scholar
• Keren D, Lockyer J, Ellaway RH. Social studying and learning among medical students: a scoping review. Perspect Med Educ. 2017;6(5):311–318.
   PubMed Web of Science ®Google Scholar
• Lomi A, Snijders TAB, Steglich CEG, et al. Why are some more peer than others? Evidence from a longitudinal study of social networks and individual academic performance. Soc Sci Res. 2011;40(6):1506–1520.
   PubMed Web of Science ®Google Scholar
• Hommes J, Rienties B, de Grave W, et al. Visualising the invisible: a network approach to reveal the informal social side of student learning. Adv Heal Sci Educ. 2012;17(5):743–757.
   PubMed Web of Science ®Google Scholar
• Bond RM, Chykina V, Jones JJ. Social network effects on academic achievement. Soc Sci J. 2017;54(4):438–449.
   Web of Science ®Google Scholar
• Daniel B, Schwier R, McCalla G. Social capital in virtual learning communities and distributed communities of practice. Can J Learn Technol. 2003;29(3). DOI:10.21432/T21S4R.
   Google Scholar
• Lin N, Erickson B. Theory, measurement, and the research enterprise on social capital. In: Lin N, Erickson B, editors. Social capital: an international research program. Oxford (NY): Oxford University Press; 2008. p. 3–11.
   Google Scholar
• Coleman JS. Social capital in the creation of human capital. Am J Sociol. 1988;94(94):S95–S120.
   Google Scholar
• Mulford B. Building social capital in professional learning communities: importancce, challenges and a way forward. In: Stoll L, Louis KS, editors. Professional learning communities: divergence, depth and dilemmas. New York (NY): Open University Press; 2007. p. 166–184.
   Google Scholar
• Quinn J. Belonging in a learning community: the re-imagined university and imagined social capital. Stud Educ Adults. 2005;37(1):4–17.
   Google Scholar
• Wentzel KR. Peer relationships, motivation, and academic performance at school. In: Elliot AJ, Dweck CS, Yeager DS, editors. Handbook of competence and motivation: theory and application. 2nd ed. New York (NY): Guilford press; 2017. p. 586–603.
   Google Scholar
• Brouwer J, Jansen E, Flache A, et al. The impact of social capital on self-efficacy and study success among first-year university students. Learn Individ Differ. 2016;52:109–118.
   Web of Science ®Google Scholar
• Kuh GD, Hao C-M. Learning communities and student engagement. Res High Educ. 2004;45(2):115–138.
   Google Scholar
• Fujiyama H, Kamo Y, Schafer M. Peer effects of friend and extracurricular activity networks on students’ academic performance. Soc Sci Res. 2021;97:102560.
   PubMedGoogle Scholar
• Byrne D. The influence of propinquity and opportunities for interaction on classroom relationships. Hum Relat. 1961;14(1):63–69.
   Web of Science ®Google Scholar
• Reagans R, Reagans R. Close encounters : analyzing how social similarity and propinquity contribute to strong network connections close encounters : analyzing how social similarity and propinquity contribute to strong network connections. Organ Sci. 2011;22(4):835–849.
   Web of Science ®Google Scholar
• McPherson M, Smith-Lovin L, Cook JM. Birds of a feather: homophily in social networks. Annu Rev Sociol. 2001;27(1):415–444.
   Web of Science ®Google Scholar
• Stewart RW, Barker AR, Shochet RB, et al. The new and improved learning community at Johns Hopkins University school of medicine resembles that at Hogwarts school of Witchcraft and Wizardry. Med Teach. 2007;29(4):353–357.
   PubMed Web of Science ®Google Scholar
• Kadushin C. Basic network concepts, Part I: individual members of networks. In: Kadushin C, editor. Understanding social networks: theories, concepts, and findings. Oxford (NY): Oxford University Press; 2012. p. 17–18.
   Google Scholar
• Kilpatrick S, Bell R, Falk I. The role of group learning in building social capital. J Vocat Educ Train. 1999;51(1):129–144.
   Google Scholar
• Blouin D. Impact of interpersonal relations on learning and development of professional identity: a study of residents’ perceptions. EMA - Emerg Med Australas. 2018;30(3):398–405.
   PubMed Web of Science ®Google Scholar
• Woltenberg LN, Aulisio MC, Taylor SA. Fostering an interprofessional learning community of scholars: a model for contemporary faculty development. J Interprof Educ Pract. 2021;23:100390.
   Google Scholar
• Ferguson KJ, Wolter EM, Yarbrough DB, et al. Defining and describing medical learning communities: results of a national survey. Acad Med. 2009;84(11):1549–1556.
   PubMed Web of Science ®Google Scholar
• Smith KA, MacGregor J. Making small-group learning and learning communities a widespread reality. New Dir Teach Learn. 2000;2000(81):77–88.
   Google Scholar
• Shin J. The effect of small group based communication training program on the competency of communication and the human relationship in nursing college. J East-West Nurs Res. 2005;14(2):60–66.
   Google Scholar
• Brouwer J, Jansen E, Flache A, et al. Leergemeenschappen en de vorming van hulp- en vriendschapsrelaties van eerstejaarsstudenten in het hoger onderwijs. Tijdschr voor Hoger Onderwijs. 2018;35(4):52–66. 32.
   Google Scholar
• Johnson SW. Healthcare learning community and student retention background on student learning, retention, and learning communities. Insight: J Schol Teach. 2014;9:28–35.
   Google Scholar
• Champaloux EP, Keeley MG. The impact of learning communities on interpersonal relationships among medical students. Med Educ Online. 2016;21(1):32958.
   PubMed Web of Science ®Google Scholar
• Hortigüela-Alcalá D, Sánchez-Santamaría J, Pérez-Pueyo Á, et al. Social networks to promote motivation and learning in higher education from the students’ perspective. Innov Educ Teach Int. 2019;56(4):412–422.
   Web of Science ®Google Scholar
• Boysen PG, Daste L, Northern T. Multigenerational challenges and the future of graduate medical education. Ochsner J. 2016;16(1):101–107. PMID: 27046415.
   PubMedGoogle Scholar
• Chou CL, Teherani A, Masters DE, et al. Workplace learning through peer groups in medical school clerkships. Med Educ Online. 2014;19(1):25809.
   PubMed Web of Science ®Google Scholar
• McNeill KG, Kerr A, Mavor KI. Identity and norms: the role of group membership in medical student wellbeing. Perspect Med Educ. 2014;3(2):101–112.
   PubMedGoogle Scholar
• Zhou Y, Diemers AD, Brouwer J, et al. The influence of mixing international and domestic students on competency learning in small groups in undergraduate medical education. BMC Med Educ. 2020;20(1):7–12.
   PubMedGoogle Scholar
• Brouwer J, Flache A, Jansen E, et al. Emergent achievement segregation in freshmen learning community networks. High Educ. 2018;76(3):483–500.
   Web of Science ®Google Scholar
• Wilcox P, Winn S, Fyvie-Gauld M. “It was nothing to do with the university, it was just the people”: the role of social support in the first-year experience of higher education. Stud High Educ. 2005;30(6):707–722.
   Web of Science ®Google Scholar
• Brouwer J, Engels MC. The role of prosocial attitudes and academic achievement in peer networks in higher education. Eur J Psychol Educ. 2021;1–18. DOI:10.1007/s10212-020-00526-w
   Google Scholar
• Kleinbaum DG, Dietz K, Gail M, et al. Logistic regression: a self-learning text. 2nd. New York (NY): Springer-Verlag; 2002.
   Google Scholar
• IBM Corp. Released 2019. IBM SPSS statistics for windows, version 26.0. Armonk (NY): IBM Corp.
   Google Scholar
• Tajfel H. Social identity and intergroup behaviour. Soc Sci Inf. 1974;13(2):65–93.
   Google Scholar
• Byrne D. The influence of propinquity and opportunities for interaction on classroom relationships. Hum Relat. 1961;14(1):63–69.
   Web of Science ®Google Scholar
• Erpelo LMS. Kababayan of care: growing our own connectedness, consciousness, and collective story [dissertation]. San Francisco (California): San Francisco State University; 2020.
   Google Scholar
• Wilson BL, Anderson J, Peluso C, et al. Student satisfaction and team development outcomes with preassigned learning communities. J Prof Nurs. 2009;25(1):15–22.
   PubMedGoogle Scholar
• Brouwer J, Jansen E, Severiens S, et al. Interaction and belongingness in two student-centered learning environments. Int J Educ Res. 2019;97:119–130.
   Web of Science ®Google Scholar
• Gurin P, Dey EL, Hurtado S, et al. Diversity and higher education: theory and impact on educational outcomes. Harv Educ Rev. 2002;72(3):330–367.
   Web of Science ®Google Scholar
• Mitchell S, Reilly R, Bramwell G, et al. Friendship in choosing groupmates - Mitchell.pdf. J Instr Psychol. 2004;31(1):20–32.
   Google Scholar
• Schartner A. ‘You cannot talk with all of the strangers in a pub’: a longitudinal case study of international postgraduate students’ social ties at a British university. High Educ. 2015;69(2):225–241.
   Web of Science ®Google Scholar
• Moore P, Hampton G. ‘It’s a bit of a generalisation, but’: participant perspectives on intercultural group assessment in higher education. Assess Eval High Educ. 2015;40(3):390–406.
   Web of Science ®Google Scholar
• Jehn KA, Northcraft GB, Neale MA. Why differences make a difference: a field study of diversity, conflict and performance in workgroups. Adm Sci Q. 2016;44(4):741–763.
   Google Scholar
• Hommes J, Van den Bossche P, de Grave W, et al. Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study. Adv Heal Sci Educ. 2014;19(4):541–563.
   PubMed Web of Science ®Google Scholar
• Wang IK-H. Long-term Chinese students’ transitional experiences in UK higher education: a particular focus on their academic adjustment. Int J Teach Learn High Educ. 2018;30(1):12–25.
   Google Scholar