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

Medical education has shifted from an individual, teacher-led process to an interactive, group-oriented approach, fostering clinical reasoning and teamwork. Sense of Community (SoC) appears to be a key factor in this process; however, its link to collaborative learning and academic success is underexplored.

This study investigates this relationship, focusing on SoC dimensions (connectedness and learning) as well as the different forms of initiative collaborative learning and subordinate collaborative learning.

The German form of the Classroom Community Scale (CCS-D) was used to assess SoC. The extent of collaborative learning was measured using the Learning Strategies in Study questionnaire. A total of 331 first-year medical students participated. Data analysis included exploratory factor analysis, correlation analysis, and regression analysis.

SoC showed a moderate positive correlation with the use of collaborative learning strategies (r=0.466; P<.001). Connectedness emerged as a significant predictor of collaborative learning (R²=0.257, adjusted R²=0.255; F1,329=113.990; P<.001). Both initiative collaborative learning and subordinate collaborative learning are based more strongly on feelings of connectedness. The feeling that members of the course depend on oneself had the strongest predictive value for collaborative learning (R²=0.188, adjusted R²=0.185; F1,329=75.956; P<.001).

A strong SoC promotes the use of collaborative learning strategies, particularly through social connectedness. The lesser importance of the learning dimension suggests that social bonds appear more influential than shared academic goals, particularly during help seeking, where trust and psychological safety are critical. Targeted support of learning communities may enhance didactic approaches and foster both initiative collaborative learning and subordinate collaborative learning. Cultivating connectedness and responsibility may support academic adaptation and emotional well-being in the critical early phase of medical education.