The Relationship Between Sense of Community and Collaborative Learning: Quantitative Study in Medical Education

Area of Science:

• Medical Education
• Psychology of Learning
• Social Sciences

Background:

• Medical education is transitioning to interactive, group-based learning.
• Sense of Community (SoC) is crucial for clinical reasoning and teamwork.
• The relationship between SoC, collaborative learning, and academic success requires further investigation.

Purpose of the Study:

• To examine the link between Sense of Community (SoC) dimensions and collaborative learning.
• To differentiate the impact of initiative and subordinate collaborative learning on SoC.
• To identify key predictors of collaborative learning in medical students.

Main Methods:

• Utilized the German Classroom Community Scale (CCS-D) to measure SoC.
• Assessed collaborative learning using the Learning Strategies in Study questionnaire.
• Analyzed data from 331 first-year medical students via factor, correlation, and regression analyses.

Main Results:

• A moderate positive correlation (r=0.466) was found between SoC and collaborative learning strategies.
• Connectedness significantly predicted collaborative learning (R²=0.257).
• Both initiative and subordinate collaborative learning were strongly associated with feelings of connectedness, with perceived interdependence being a key predictor.

Conclusions:

• A strong Sense of Community, particularly social connectedness, significantly promotes collaborative learning.
• Social bonds and psychological safety are more influential than shared academic goals in collaborative learning.
• Supporting learning communities and cultivating connectedness can enhance academic adaptation and well-being in early medical education.