Collaborative work as an innovative teaching method: Benefits and challenges

The use of innovative teaching methodologies, such as collaborative work, constitutes a significant change for both teachers and students. This method requires greater autonomy from students, and significantly more effort from both students and teachers due to the importance of careful planning and the monitoring of learning. Thus, this teaching model promotes the development of various skills which include critical thinking and self-management.

We carried out a cross-sectional observational study of a collaborative activity used in several classes in the subject 'Diagnostic Imaging and Physical Medicine' in the third year of an undergraduate medicine degree. The students were divided into 13 groups of 8 people, separated using the order of the class list to avoid grouping friends. Each group was given a different clinical case with a radiological image of a bone tumour, and the students were asked to describe it individually at home applying the theory they had been taught in previous 'Semiology of bone tumours' classes. Subsequently and autonomously, they then had to describe it to a classmate from the same group. Later, they described it in groups of two and four during class time before the group of eight students finally had to describe it in front of the whole class and try to provide a diagnosis. During the preparatory classes, the teacher went around the groups answering questions. After the final description, the teacher provided feedback. The activity was evaluated through a questionnaire filled out by the students.

The results of the survey reveal the opinions of the students. Overall, they found the methodology to be appropriate, and 60% of those surveyed said that it facilitated the acquisition of knowledge, is an innovative form of self-learning, increased their level of involvement and improved their relationships with their colleagues. Likewise, more than 50% of the participants believe that collaborative work is an appropriate method for their training, providing them with a greater sense of participation.

Collaborative work is found to be an appropriate methodology to improve the acquisition of knowledge. However, it requires greater effort and involvement from both teachers and students, which means that students are not keen on applying it to other subjects. Students consider as a drawback the potential for imbalances of participation.