Training Students on Effective Small Group Dynamics Impacts Student Behavior and Learning Outcomes

Abstract

PURPOSESchools have invested significantly in training faculty to become proficient in developing and facilitating student small group learning. However, small group approach continues to receive mixed reviews, and assessing effectiveness of this type of learning experimence is challenging. An important factor that may be overlooked is lack of student training in this methodology. The aim of this study was to determine if training students on effective small group dynamics would result in changes in student behavior and attitude as well as improved outcomes.METHODSIRB approval was obtained to engage students in three activities: 1) training session focused on effective small group dynamics; 2) audiotape recording of small group interactions during two learning sessions prior to training (Pre), and two sessions following training (Post); and 3) survey of student attitudes and perceptions. Training involved a one‐hour session focused on the students’ responsibility for success in small group, nature of high performing individuals in group work, self‐identification of group participant type (initiator, over participant, blocker, deserter, etc.), patterns of effective communication in assent and dissent, sharing roles within the group, setting guidelines and best practices for the group, and reflection and assessment of group effectiveness. For the recorded small group sessions, three trained evaluators independently used an original rubric to assess each recorded session. Rubrics scored various items including participation, role playing, time on task, identification of learning objectives, and patterns of effective communication. Rubric scores were averaged for each session both pre and post training. Additionally, a 15‐question, Likert scale survey was developed to assess student attitudes. This survey was administered three times to each student: 1) prior to participation in any small group activity; 2) following the two Pre small group sessions, and immediately prior to training; and 3) immediately after recording the Post small group sessions. Survey items gathered student perceptions related to preparation, peer interactions, and general effectiveness of the activity.RESULTSPreliminary analysis of audio recordings suggest that following training, students participated more often and more equally. Students also encouraged and requested information from peers more frequently. However, although students were instructed to vary roles and focus on stated objectives, little change was noted in these areas when comparing Pre to Post sessions. Student survey responses also revealed that general enjoyment increased, students felt more empowered to contribute, and were able to avoid tangential discussions more effectively following training.CONCLUSIONThis study indicates that training students on effective small group dynamics influences behaviors and perceptions that impact student enjoyment and learning success.Support or Funding InformationNo funding to report