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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
Summary
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.
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.
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