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Student group approach to teaching using Tuckman model of group development
1Department of Biology, Oral Roberts University, Tulsa 74171.
The American Journal of Physiology
|December 1, 1991
Summary
University education can prepare science students for interdisciplinary healthcare teams by fostering group development through Tuckman's stages. This approach enhances student maturity, competence, and motivation, leading to effective problem-solving.
Area of Science:
- Medical Education
- Group Dynamics
- Interdisciplinary Healthcare
Background:
- Effective healthcare requires interdisciplinary collaboration among diagnostic specialists.
- University education must equip future health professionals for teamwork.
- Developing essential skills for collaborative practice is crucial.
Purpose of the Study:
- To demonstrate how university faculty can develop undergraduate science students into effective problem-solving teams.
- To apply Tuckman's stages of group development to an academic setting.
- To enhance students' readiness for interdisciplinary healthcare roles.
Main Methods:
- Utilizing Tuckman's four stages of group development (forming, storming, norming, performing).
- Structuring undergraduate science coursework around group problem-solving activities.
- Facilitating student development into a cohesive problem-solving unit.
Main Results:
- The group approach significantly enhanced student maturity, competence, self-esteem, and motivation.
- Instructors could effectively delegate responsibilities to student groups.
- Students reported increased appreciation for diverse ideas and abilities within their teams.
Conclusions:
- University faculty can effectively prepare students for interdisciplinary teams using structured group development.
- This pedagogical approach fosters essential collaborative skills and personal growth.
- The study highlights the value of group work in enhancing academic and professional readiness.