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Fixed, Systematically Formed versus Continuously Changing Random Team Assignments and Outcomes in a Therapeutics

Ashley M Campbell1, Prince Bosiako Antwi1, Lisa E Davis1

  • 1R. Ken Coit College of Pharmacy, University of Arizona, Tucson, AZ, USA.

American Journal of Pharmaceutical Education
|February 12, 2025
PubMed
Summary
This summary is machine-generated.

Students preferred fixed teams for workshops, feeling more prepared. However, both fixed and randomly changing teams yielded similar learning outcomes and preparation times in this therapeutics course study.

Keywords:
Collaborative learningPharmacy educationTeam formationTeam performanceTeam-based learning

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Area of Science:

  • Pharmacy Education
  • Team-Based Learning
  • Educational Psychology

Background:

  • Team formation significantly impacts collaborative learning environments.
  • Understanding student preferences for team stability is crucial for optimizing educational strategies.

Purpose of the Study:

  • To investigate the effects of fixed versus randomly changing teams on student preparation and learning outcomes in a therapeutics course.
  • To compare student perceptions of preparedness and team effectiveness based on team formation method.

Main Methods:

  • A crossover study design was employed with third-year therapeutics students.
  • Students were assigned to either fixed or randomly assigned teams for sequential workshops.
  • Data collected included quiz scores, preparation time, perceived preparedness, and team formation preferences.

Main Results:

  • A majority of students (74.2%) preferred fixed teams and perceived them as more effective for learning.
  • No significant differences were found in post-workshop quiz scores or exam scores between fixed and random teams.
  • Students reported higher self-perceived preparedness in fixed teams, but peer preparedness ratings did not differ.

Conclusions:

  • While students favor fixed teams and report feeling more prepared, this preference does not translate to improved objective learning outcomes or preparation efficiency.
  • Educational interventions should consider student preferences alongside evidence-based practices for team formation.