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Does group size matter during collaborative skills learning? A randomised study.

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Collaborative learning in groups up to four did not hinder skills transfer in obstetric ultrasound training. Increased time on interactive learning activities compensated for reduced hands-on practice, demonstrating effective group learning strategies.

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Area of Science:

  • Medical Education
  • Simulation-based Training
  • Collaborative Learning

Background:

  • Collaborative learning, particularly dyad learning, shows non-inferior skills retention compared to individual learning.
  • Limited understanding exists on specific collaborative activities enhancing training and the impact of group size on skills transfer.
  • This study investigates the effects of individual, dyad, triad, and tetrad training on learning activities and skills transfer.

Purpose of the Study:

  • To explore how different group sizes (1-4 participants) affect learning activities during obstetric ultrasound training.
  • To determine the impact of group size on subsequent skills transfer.
  • To identify which learning activities within collaborative settings contribute to effective skills transfer.

Main Methods:

  • A randomized controlled study involving 101 participants in obstetric ultrasound training (2 hours).
  • Participants trained individually, in dyads, triads, or tetrads, with roles rotating in groups.
  • Performance assessed using Objective Structured Assessment of Ultrasound Skills (OSAUS) and Global Rating Scale (GRS); learning activities analyzed via the Interactive-Constructive-Active-Passive (ICAP) framework.

Main Results:

  • All groups showed significant improvement from pre- to post-test (p < 0.001).
  • Group size did not significantly impact transfer test performance on OSAUS or GRS scores (p > 0.05).
  • Increased group size correlated with more non-learning and passive activities (p < 0.001), while constructive and interactive learning time remained constant.

Conclusions:

  • Collaborative learning in groups up to four does not impair skills transfer in obstetric ultrasound simulation.
  • A shift towards constructive and interactive learning activities may compensate for reduced hands-on time in larger groups.
  • Findings suggest that well-structured collaborative training can be as effective as individual training for skills transfer.