Does group size matter during collaborative skills learning? A randomised study.
Background: Collaborative skills learning in the form of dyad learning compared with individual learning has been shown to lead to non‐inferior skills retention and transfer. However, we have limited knowledge on which learning activities improve collaborative skills training and how the number of c...
| Publicado en: | Medical Education Vol. 56; no. 6; pp. 680 - 690 |
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| Autores principales: | , , , , , , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=157152452&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 157152452 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Jun2022 vid: 56 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 157152452 155788962 157152452 157152452 10.1111/medu.14791 157152452 ppf: 680 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Does group size matter during collaborative skills learning? A randomised study. aug: au: Noerholk, Laerke Marijke Morcke, Anne Mette Kulasegaram, Kulamakan Nørgaard, Lone N. Harmsen, Lotte Andreasen, Lisbeth Anita Pedersen, Nina Gros Johnsson, Vilma Vamadevan, Anishan Tolsgaard, Martin Grønnebæk affil: Copenhagen Academy for Medical Education and Simulation (CAMES), Copenhagen University Hospital ‐ Rigshospitalet, Copenhagen, Denmark sug: subj: Skill Acquisition Collaboration Human Randomized Controlled Trials Random Assignment Descriptive Statistics Scales ab: Background: Collaborative skills learning in the form of dyad learning compared with individual learning has been shown to lead to non‐inferior skills retention and transfer. However, we have limited knowledge on which learning activities improve collaborative skills training and how the number of collaborators may impact skills transfer. We explored the effects of skills training individually, in dyads, triads or tetrads on learning activities during training and on subsequent skills transfer. Methods: In a randomised, controlled study, participants completed a pre‐post‐transfer‐test set‐up in groups of one to four. Participants completed 2 hours of obstetric ultrasound training. In the dyad, triad and tetrad group participants took turns actively handling the ultrasound probe. All performances were rated by two blinded experts using the Objective Structured Assessment of Ultrasound Skills (OSAUS) scale and a Global Rating Scale (GRS). All training was video recorded, and learning activities were analysed using the Interactive‐Constructive‐Active‐Passive (ICAP) framework. Results: One hundred one participants completed the simulation‐based training, and ninety‐seven completed the transfer test. Performance scores improved significantly from pre‐ to post‐test for all groups (p < 0.001, ηp2 = 0.55). However, group size did not affect transfer test performance on OSAUS scores (p = 0.13, ηp2 = 0.06) or GRS scores (p = 0.23, ηp2 = 0.05). ICAP analyses of training activities showed that time spent on non‐learning and passive learning activities increased with group size (p < 0.001, ηp2 = 0.31), whereas time spent on constructive and interactive learning activities was constant between groups compared with singles (p < 0.001, ηp2 = 0.72). Conclusion: Collaborative skills learning in groups of up to four did not impair skills transfer despite less hands‐on time. This may be explained by a compensatory shift towards constructive and interactive learning activities that outweigh the effect of shorter hands‐on time. Collaborative skills learning in group sizes of up to four participants is reported in this work to not impair skills transfer despite individual trainees having less hands‐on time. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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