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Does group cohesion foster self-directed learning for medical students? A longitudinal study.

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Summary

Medical students showed increased self-directed learning (SDL) and group cohesion throughout their studies. Group cohesion significantly enhances SDL, highlighting the need for curricula that foster teamwork in medical education.

Keywords:
Criterion-referenced grading systemGroup cohesionMedical studentsSelf-directed learning readiness

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Area of Science:

  • Medical Education
  • Psychology of Learning

Background:

  • Self-directed learning (SDL) and collaborative learning are crucial in medical education.
  • This study investigated changes in SDL and group cohesion among medical students over three years.
  • The impact of group cohesion on self-directed learning was also examined.

Purpose of the Study:

  • To analyze the evolving patterns of self-directed learning and group cohesion in medical students.
  • To determine the relationship between group cohesion and self-directed learning readiness.
  • To inform curriculum development for enhanced medical student learning.

Main Methods:

  • 106 medical students at Yonsei University College of Medicine participated.
  • Self-directed learning readiness scale (SDLRS) and group cohesion scale (GCS) were administered over three years.
  • Repeated measures ANOVA and correlation/regression analyses were employed.

Main Results:

  • Self-directed learning readiness scores increased significantly in the first year and stabilized.
  • Group cohesion scores showed a significant increase throughout the three years.
  • A positive correlation was found between SDLRS and GCS, with GCS predicting 32% of the variance in SDLRS.

Conclusions:

  • Both self-directed learning and group cohesion improve as medical students progress.
  • Group cohesion is a significant predictor and facilitator of self-directed learning.
  • Medical schools should implement activities that strengthen group cohesion to promote self-directed learning.