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

Area of Science:

• Pharmacy Education
• Collaborative Learning
• Educational Psychology

Background:

• Student learning teams are common in higher education.
• Effective team formation is crucial for successful collaborative learning.
• Problem-solving styles may influence team dynamics and outcomes.

Purpose of the Study:

• To evaluate the effect of student learning teams formed by problem-solving styles on team performance.
• To assess the impact of these team formations on student perceptions of team quality.

Main Methods:

• Prospective observational study of first-year Doctor of Pharmacy students.
• Teams formed based on Basadur Creative Problem Solving Profile Inventory results.
• Team performance assessed via readiness assurance tests; interaction quality via CATME and Team Performance Scale.

Main Results:

• No significant differences in team performance or interaction quality across different team formation methods.
• A single course showed a significant difference in team performance, but this was not consistent across all courses.
• Student satisfaction and quality of team interactions remained unaffected by team composition.

Conclusions:

• Team formation method, whether balanced, implementer, optimizer, or random, did not demonstrably impact team performance or satisfaction.
• The process of forming collaborative learning teams may have minimal influence on outcomes in team-based learning environments.
• Further research could explore other factors influencing team effectiveness in pharmacy education.