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Improving team dynamics for project based learning in pharmacy: A multimodal approach.

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  • 1Pharmacy Practice, Fairleigh Dickinson University School of Pharmacy and Health Sciences, 230 Park Avenue, M-SP1-01, Florham Park, NJ 07932, United States.

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Summary
This summary is machine-generated.

Student self-selected teams improved overall team performance, while instructor-randomized teams enhanced individual satisfaction. Understanding team formation impacts group dynamics and academic outcomes in project-based learning.

Keywords:
Group developmentGroup dynamicsPharmacy educationProject-based learningTeam formationTuckman model

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Area of Science:

  • Medical Education
  • Educational Psychology
  • Team Dynamics Research

Background:

  • Students often exhibit reluctance towards group work in project-based courses.
  • Hesitancy in group participation can hinder collaborative learning and project success.

Purpose of the Study:

  • To investigate the impact of different team formation strategies on group dynamics.
  • To empower students with autonomy in choosing their team formation approach.
  • To reduce aversion to group activities in research electives.

Main Methods:

  • Learners selected either student self-selected (SS) or instructor-randomized (IR) team formation.
  • Group development was analyzed using the Tuckman model across five stages.
  • Student reports and open-ended surveys evaluated team dynamics and satisfaction.

Main Results:

  • Students reported higher satisfaction with team performance in SS teams.
  • Greater individual satisfaction with roles and tasks was observed in IR teams.
  • Favorable team dynamics correlated with improved individual task and overall team performance.

Conclusions:

  • Team formation methods significantly influence group dynamics and individual attitudes.
  • Effective team dynamics contribute to enhanced academic performance and project grades.
  • Understanding these impacts can inform pedagogical strategies for collaborative learning environments.