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Teaching group dynamics--do we know what we are doing? An approach to evaluation.
David Bergman1, Carl Savage, Rolf Wahlstrom
1Medical Management Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, 171 77 Stockholm, Sweden. David.Bergman@ki.se
Medical Teacher
|February 19, 2008
Summary
Medical students least interested in group dynamics training showed the most significant attitude changes after a one-week course. This highlights the value of systematic evaluations for identifying beneficiaries of such programs.
Area of Science:
- Medical Education
- Group Dynamics
- Experiential Learning
Background:
- Limited research exists on the effectiveness of leadership and group dynamics programs in undergraduate medical education.
- This study addresses the scarcity of evidence in this critical area of medical training.
Purpose of the Study:
- To implement and evaluate a one-week experiential learning course focused on group dynamics.
- To test a pre- and post-evaluation design for assessing course impact.
Main Methods:
- 160 medical students participated in the study.
- Pre- and post-course questionnaires were administered, achieving a 73% response rate.
Main Results:
- A minor shift in attitudes towards professional openness and group dynamics was observed overall.
- Significant attitude changes were noted in subgroups least interested in collaborative learning and those seeking practical value.
Conclusions:
- Students initially least inclined towards the course demonstrated the greatest learning gains.
- While not generalizable, findings support systematic evaluations to identify students who benefit most from advanced knowledge courses.
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