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‘Everyone is trying to outcompete each other’: a qualitative study of medical student attitudes to a novel peer‐assessed undergraduate teamwork module

The centrality of teamwork in ensuring the effective functioning of institutions across all sectors is undeniable. However, embedding teamwork into higher education has been hampered due to a range of deeply entrenched practices associated broadly with the foregrounding of knowledge, beliefs about t...

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Autores principales: Watson, Helen R., Dolley, Mary‐Kate, Perwaiz, Mohammad, Saxelby, Jocelyn, Bertone, Gianluca, Burr, Steven, Collett, Tracey, Jeffery, Robert, Zahra, Daniel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9063444/
https://www.ncbi.nlm.nih.gov/pubmed/35293162
http://dx.doi.org/10.1002/2211-5463.13395
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author Watson, Helen R.
Dolley, Mary‐Kate
Perwaiz, Mohammad
Saxelby, Jocelyn
Bertone, Gianluca
Burr, Steven
Collett, Tracey
Jeffery, Robert
Zahra, Daniel
author_facet Watson, Helen R.
Dolley, Mary‐Kate
Perwaiz, Mohammad
Saxelby, Jocelyn
Bertone, Gianluca
Burr, Steven
Collett, Tracey
Jeffery, Robert
Zahra, Daniel
author_sort Watson, Helen R.
collection PubMed
description The centrality of teamwork in ensuring the effective functioning of institutions across all sectors is undeniable. However, embedding teamwork into higher education has been hampered due to a range of deeply entrenched practices associated broadly with the foregrounding of knowledge, beliefs about the place of skill training and routines of assessment. As a result, despite an urgent need to address teamwork, little progress has been made with respect to progressing teamwork education. We have designed and evaluated a novel teamwork module delivered to fourth‐year undergraduate medical students involving placements, a cocreated piece of work, reflection and summative peer assessment. This paper aimed to investigate whether the module increased students’ insight into teamwork, including their own skill development, and whether their perceptions of teamwork changed. Throughout the evaluation, students played a key role, with four final‐year medical students working alongside others in the multidisciplinary project team. Five distinct themes emerged from our in‐depth, semi‐structured interviews: (a) importance and meaning; (b) insight into skill development; (c) transferability; (d) peer assessment; and (e) resistance to teamwork education. Themes had positive and negative components, and student perceptions changed in multiple ways after experiencing a longitudinal educational opportunity to develop their teamwork skills. Before practice, students focused on superficial explanations and on where they might improve. In contrast, after practice, students conveyed deeper insights, contextualisation, focus on how they might improve, and shared structured reflection.
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spelling pubmed-90634442022-05-04 ‘Everyone is trying to outcompete each other’: a qualitative study of medical student attitudes to a novel peer‐assessed undergraduate teamwork module Watson, Helen R. Dolley, Mary‐Kate Perwaiz, Mohammad Saxelby, Jocelyn Bertone, Gianluca Burr, Steven Collett, Tracey Jeffery, Robert Zahra, Daniel FEBS Open Bio Education The centrality of teamwork in ensuring the effective functioning of institutions across all sectors is undeniable. However, embedding teamwork into higher education has been hampered due to a range of deeply entrenched practices associated broadly with the foregrounding of knowledge, beliefs about the place of skill training and routines of assessment. As a result, despite an urgent need to address teamwork, little progress has been made with respect to progressing teamwork education. We have designed and evaluated a novel teamwork module delivered to fourth‐year undergraduate medical students involving placements, a cocreated piece of work, reflection and summative peer assessment. This paper aimed to investigate whether the module increased students’ insight into teamwork, including their own skill development, and whether their perceptions of teamwork changed. Throughout the evaluation, students played a key role, with four final‐year medical students working alongside others in the multidisciplinary project team. Five distinct themes emerged from our in‐depth, semi‐structured interviews: (a) importance and meaning; (b) insight into skill development; (c) transferability; (d) peer assessment; and (e) resistance to teamwork education. Themes had positive and negative components, and student perceptions changed in multiple ways after experiencing a longitudinal educational opportunity to develop their teamwork skills. Before practice, students focused on superficial explanations and on where they might improve. In contrast, after practice, students conveyed deeper insights, contextualisation, focus on how they might improve, and shared structured reflection. John Wiley and Sons Inc. 2022-03-23 /pmc/articles/PMC9063444/ /pubmed/35293162 http://dx.doi.org/10.1002/2211-5463.13395 Text en © 2022 The Authors. FEBS Open Bio published by John Wiley & Sons Ltd on behalf of Federation of European Biochemical Societies. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Education
Watson, Helen R.
Dolley, Mary‐Kate
Perwaiz, Mohammad
Saxelby, Jocelyn
Bertone, Gianluca
Burr, Steven
Collett, Tracey
Jeffery, Robert
Zahra, Daniel
‘Everyone is trying to outcompete each other’: a qualitative study of medical student attitudes to a novel peer‐assessed undergraduate teamwork module
title ‘Everyone is trying to outcompete each other’: a qualitative study of medical student attitudes to a novel peer‐assessed undergraduate teamwork module
title_full ‘Everyone is trying to outcompete each other’: a qualitative study of medical student attitudes to a novel peer‐assessed undergraduate teamwork module
title_fullStr ‘Everyone is trying to outcompete each other’: a qualitative study of medical student attitudes to a novel peer‐assessed undergraduate teamwork module
title_full_unstemmed ‘Everyone is trying to outcompete each other’: a qualitative study of medical student attitudes to a novel peer‐assessed undergraduate teamwork module
title_short ‘Everyone is trying to outcompete each other’: a qualitative study of medical student attitudes to a novel peer‐assessed undergraduate teamwork module
title_sort ‘everyone is trying to outcompete each other’: a qualitative study of medical student attitudes to a novel peer‐assessed undergraduate teamwork module
topic Education
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9063444/
https://www.ncbi.nlm.nih.gov/pubmed/35293162
http://dx.doi.org/10.1002/2211-5463.13395
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