Effect of group dynamics on performance of first year medical students

Abstract

Cadaveric dissection forms integral part of learning anatomy. Few students are actively involved in dissection and remaining are passive observers. Present study was conducted to compare students’ perception about cadaveric dissection practices following group dynamics [allotting a dissection-task related to each student] And effect of following group dynamics during cadaveric dissection on student's performance. Perception and performance in theory and practical assessments were compared between control group [not following group dynamics] and study group [following group dynamics]. Study group perceived following group dynamics has positive effect on learning and skill acquisition. Difference in performance was not significant in first theory assessment between study and control group, study group performed significantly better in both practical and second theory assessment. Group dynamics used during dissections help students perform better by understanding complex task by peer learning and feedback and also helps them to develop leadership, time management and communication skills.