Perceptions and experiences of collaborative learning by dental and medical students: a comprehensive systematic review

Abstract

Background Collaborative learning is suggested to have a number of advantages over other learning methods; however it can be demanding in terms of self-directed learning and group cooperation. It is known that students’ learning outcomes are influenced by their perceptions of their learning context. Current research findings have shown various aspects that may influence students’ perceptions about collaborative learning. Therefore, to design effective collaborative learning activities, it is necessary to understand students’ perceptions about collaborative learning. Objectives The objective of this systematic review was to synthesize the best available evidence on dental and medical students’ experiences of collaborative learning. Inclusion criteria Types of participants The participants of interest were dental and medical students, regardless of age, gender or ethnicity. Phenomena of interest Students' perceptions, beliefs, understandings, opinions and experiences of collaborative learning. Types of studies The qualitative component of this review considered studies that focused on various qualitative designs, e.g. phenomenology, ethnography and action research. However, the search revealed only three types of studies: action research, multiple cases and qualitative descriptive studies. The quantitative component considered all quantitative studies that investigated students’ perceptions of collaborative learning. However, only descriptive cross-sectional studies were found. Search strategy The search strategy included searching databases, e.g. PubMed, CINAHL, Embase, Scopus, Informit, ERIC and Web of Knowledge, reference lists of all identified reports and a hand search of relevant dental and medical journals. The search was restricted to English language studies, published from 1990 to May 2012. Methodological quality Two reviewers independently assessed studies for methodological quality using the standardized critical appraisal instruments from the Joanna Briggs Institute (JBI). Data collection Data were extracted using the standardized JBI data extraction tools. Data synthesis The data synthesis of the qualitative component used the standard JBI approach where findings were synthesized into categories, then aggregated into synthesized findings. Due to the descriptive nature of the study designs for the quantitative component of the review, statistical pooling was not possible. Therefore, the findings of this component of the systematic review are presented in a narrative summary. Results The review found evidence for students’ perceptions of how their learning is supported in collaborative learning contexts. There was also evidence about students’ perceptions of how their learning was negatively influenced in collaborative learning. In summary, it was clear that students valued collaborative learning; however, issues such as managing multiple ideas and group and individual workloads need to be addressed. Evidence regarding students’ understandings of the core elements necessary for learning collaboratively was not identified. The quality of the studies’ design, conduct and reporting was generally limited and some studies did not meet accepted standards, e.g. no ethical approval and poor control of confounding factors. Conclusions From the students’ perspectives, several positive and negative factors that influenced students’ learning were identified. The review identified gaps in the current evidence, which need exploration. More focused qualitative and quantitative studies are essential to develop an evidence base of students’ perceptions about collaborative learning to inform the design of effective collaborative learning.