Department of Medical Education, Mie University Graduate School of Medicine, 2-174, Edobashi, Tsu city, Mie prefecture, 514-8507, Japan.
Center for Medical and Nursing Education, Faculty of Medicine, Mie University, 2-174, Edobashi, Tsu city, Mie prefecture, 514-8507, Japan.
BMC Med Educ. 2022 Feb 16;22(1):102. doi: 10.1186/s12909-022-03165-5.
To develop the skills needed in health care teams, training communication and teamwork skills are important in medical education. Small group collaborative learning is one of the methods utilized in such trainings, and peer evaluation is suggested to be useful in reinforcing the effectiveness of group learning activities. In Mie University Faculty of Medicine, group work consisting of book review sessions of liberal arts education in the first grade and problem-based learning (PBL) sessions in preclinical years were conducted using the same peer evaluation system that included three domains: degree of prior learning, contribution to group discussion, and cooperative attitude. This study was conducted to determine the relationships among behaviors during group work and the academic achievement of medical students.
With the data from a cohort of medical students in three consecutive academic years (n = 340), peer evaluation scores in groupworks of book review sessions, those in PBL sessions and paper test scores of preclinical years were analyzed. The correlations were analyzed with Spearman's correlation coefficient, and the respective scores were compared by using the Wilcoxon signed-ranked test.
Significant correlations were observed among the evaluation scores of respective domains in group work and paper test scores. The degree of prior learning had the strongest relationship among the three domains (r = 0.355, p < 0.001 between book review sessions and PBL; r = 0.338, p < 0.001 between book review sessions and paper test score; r = 0.551, p < 0.001 between PBL and paper test score). Peer evaluation scores of respective domains were found to be significantly higher in PBL.
Medical students maintained their groupwork behaviors to some extent from early school to preclinical years. Those behaviors were positively related to their academic achievement in the later years of the medical education curriculum. Our study highlighted the importance of the early introduction of group work. The results will be useful to motivate medical students to put more effort into group work.
为了培养医疗团队所需的技能，在医学教育中培训沟通和团队合作技能非常重要。小组协作学习是此类培训中使用的方法之一，同伴评价被认为有助于增强小组学习活动的效果。在三重大学医学部，在一年级进行人文学科教育的读书报告小组活动和临床前阶段的基于问题的学习（PBL）小组活动都使用了相同的同伴评价系统，该系统包括三个领域：预先学习程度、对小组讨论的贡献和合作态度。本研究旨在确定小组工作期间的行为与医学生学业成绩之间的关系。
使用连续三个学年的医学生队列数据（n=340），分析读书报告小组活动、PBL 小组活动的同伴评价分数和临床前阶段的纸质考试成绩。使用 Spearman 相关系数分析相关性，并用 Wilcoxon 符号秩检验比较各自的分数。
小组活动中各领域的评价分数与纸质考试分数之间存在显著相关性。在三个领域中，预先学习程度的相关性最强（读书报告小组与 PBL 之间 r=0.355，p<0.001；读书报告小组与纸质考试分数之间 r=0.338，p<0.001；PBL 与纸质考试分数之间 r=0.551，p<0.001）。各领域的同伴评价分数在 PBL 中显著较高。
医学生从早期学校到临床前阶段在一定程度上保持了小组工作行为。这些行为与他们在医学教育课程后期的学业成绩呈正相关。我们的研究强调了尽早引入小组工作的重要性。研究结果将有助于激励医学生更加努力地参与小组工作。
