1. Fixed, Systematically Formed versus Continuously Changing Random Team Assignments and Outcomes in a Therapeutics Course.
- Author
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Campbell AM, Antwi PB, Davis L, and Warholak T
- Abstract
Objective: To examine the association between fixed versus randomly changing teams on workshop preparation and learning outcomes., Methods: In this crossover study, students in a third-year therapeutics course were randomized to either complete workshops 1-4 in fixed, systematically developed teams or teams randomly assigned before each session before crossing over for workshops 5-8. Students provided information on grade point average, work experience, leadership tendencies, and completed an abbreviated version of the Motivated Strategies for Learning Questionnaire. After each workshop, students completed a quiz, reported time spent preparing, and rated their perceived preparedness of self and peers using a Likert scale of 1 (not at all prepared) to 5 (very well prepared). At the end of the semester, students reported team formation preferences. Parametric data were compared using paired t-tests, while non-parametric data were compared using Wilcoxon signed-rank tests., Results: Of the 66 students who participated in the study, 49 students (74.2%) preferred working in fixed over random teams, but 44 (66.7%) perceived fixed teams as the most effective for their learning. There was no difference in mean post-workshop quiz scores (78.7% fixed vs 77.4% random), mean exam scores (77.9% vs 77.6%), or median time spent preparing for a workshop (91.3 vs 95.6minutes). Students perceived themselves as more prepared when working in fixed teams, but there was no difference in perception of peer-preparedness., Conclusions: While students preferred and felt more prepared working in fixed teams, there was no difference in learning outcomes or preparation between the two team formation methods., Competing Interests: Declaration of Competing Interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Ashley M. Campbell reports financial support was provided by American Association of Colleges of Pharmacy. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2025. Published by Elsevier Inc.)
- Published
- 2025
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