Abstract
This study aimed to describe health science university students' experiences of group supervision of the bachelor's thesis. Sixty-one students responded to questions on an open data collection form, and the data were analyzed by using qualitative inductive content analysis. According to the students, group supervision is supportive in terms of joint learning as well as commitment-enhancing and participative learning, but it also can be useless from the viewpoint of an individual student's own thesis. Teachers' role as experts and active directors of the group, students' commitment to learn together, and workable practical organization of the group were promoting factors, whereas students' timetable problems, mismatch between received and needed supervision, and difficulties in supervising other students were restraining factors. The results can be used for developing group supervision in higher health education.
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