Passivity, task segmentation, and relational capital: a study of interpersonal relationship formation among freshman medical students in team-based activities.

Abstract

Team-based learning in medical education facilitates the formation of interpersonal relationships, enhances academic achievement, and establishes future clinical connections. Despite medical schools' distinct educational environments and curricula, research investigating students' learning and behavioral characteristics within this context remains limited. This study aimed to investigate the specific characteristics of interpersonal relationship formation among freshmen medical students in team-based learning activities. Focus group interviews were conducted with 11 students who participated in a team-based class held during the first semester of the premedical year. Medical students passively expressed their thoughts and feelings, such as active sympathy for the team's opinions and self-censorship of SNS (social networking service) conversations. When performing team activities, students were excessively conscious of others and focused on evenly dividing their work, minimizing their opinions, and fulfilling their share to prevent potential interpersonal conflicts. Interpersonal activities were only superficial, as students intentionally maintained a certain distance from team members or used team activities as an opportunity to accumulate relational capital. The results of this study are expected to provide a useful basis for designing and conducting team activity classes to enhance interpersonal relationship formation.