Students Work In Teams Research Articles

The longitudinal effects of peer feedback in the development and transfer of student teamwork skills

Building on prior work accounting for a maximum of three time points, this research explores the impact of repeated exposure (up to six times) to a peer feedback system on students' performance at school and work. Drawing on self-regulation theory, this study reports the longitudinal effects of peer feedback on student performance and confidence providing feedback using a within-subjects quasi-experimental field study with a matched comparison sample. Results suggest that repeated use of a peer feedback system offers improvements over time in business students' performance and confidence in providing feedback to peers, irrespective of student differences (i.e. prior teamwork skills). Furthermore, decline in peer ratings of performance over time of the matched comparison sample provide evidence against the maturation hypothesis. A positive effect on participants' on-the-job organizational citizenship behaviors was also identified; evidence that the performance gains from use of the peer feedback system in university extend to the workplace.

Medical student healthcare consulting groups: A novel way to train the next generation of physician-executives

Meeting the challenges of the evolving healthcare environment requires leadership of physicians well-trained in clinical medicine and healthcare management. However, many physicians lack training in business and leadership. While some residency programs have management tracks, training at the medical school level is currently lacking. We developed the Hopkins Health Management Advisory Group, an extracurricular program at Johns Hopkins University School of Medicine that exposes medical students to healthcare management and fosters development of leadership skills. Teams of students work directly with health system executives on 3–6 month-long projects using management consulting principles to address problems spanning health system domains, including strategy, operations, and quality improvement. Since the program’s inception, 23 students have completed seven projects, with 13 additional students currently working on three more projects. Sponsors leading six out of seven completed projects have implemented recommendations. Qualitative survey respondents have found the program beneficial, with students frequently describing how the program has helped to develop professional skills and foster knowledge about healthcare management. These early assessments show positive impact for both students and the institution, and suggest that such programs can train students in management early and concurrently in their medication education by immersing them in team-based health system projects.

Discussion on the Work Process Oriented of Teaching for the Course of Micro Controller Unit in Medical Imaging Engineering Major

This paper states the ideals and methods of teaching reform to the course of Micro Controller Unit in Medical Imaging Engineering Major. On the basis of explaining the disadvantages of the existing teaching situation, new ideas of teaching reform are explored combining with work process oriented. The work process oriented teaching explores the effectively improve the enthusiasm of students, fully mobilize the students’ initiative and creativity, exercise the spirit of student teamwork.

Is problem based learning a better teaching tool as compared to didactic lectures for the undergraduate students?

Background: PBL is an educational approach in which complex problems serve as the context and the stimulus for learning. In PBL classes, students work in teams to solve one or more complex and compelling "real world" problems. They develop skills in collecting, evaluating, and synthesizing resources as they first define and then propose a solution to a multi‑faceted problem. The objectives of the study were to acknowledge the students about problem based learning; to assess the effectiveness and outcome of the teaching methodologies i.e. didactic lectures versus PBL; recommendation of incorporation of PBL or traditional teaching method as a teaching tool. Methods: Medical undergraduate (UG) students admitted in RMCH, Bareilly, India. A total of 112 students divided into three batches (36, 33 and 33 students) participated in a systematically conducted PBL session in community Medicine department during the middle of their academic year after having experienced at least 4 months of traditional teaching in community medicine. Perception of the faculty was also taken on Likert’s scale. Responses to the items in the questionnaire was scored as follows: traditional much better (1), traditional better (2), both the same (3) PBL better (4), or PBL much better (5). Appropriate Statistical analysis using appropriate tests will be done.Results: Information gathering and student-teacher relationship is more through traditional method of teaching as compared to PBL which is more in favour of development of interest, motivation, learning efficiency, curiosity, questioning attitude, interpersonal relationship, independent thinking and reasoning.. Conclusions: It can be very well included that introduction of PBL as the teaching modality among the students can improve the quality of medical education as per the evaluation done through the introduction of Likert’scale.

Solar Powered Charging Infrastructure for Electrical Vehicles: A Sustainable Development [Book News

The new state-of-the-art book presents the very complex and multidisciplinary nature of e-mobility problems with a special emphasis on the application of a solar-powered charging infrastructure. As stated by recognized specialist Dr. Noel Schulz, IEEE Fellow, from Kansas State University, in his foreword: “This book is an excellent example of the synergies in higher education that help advance state-of-the-art technologies, educate our future engineering workforce, and disseminate challenges, issues and solutions for today’s and tomorrow’s energy challenges.” Thus, the originality of this book lies in the teamwork of many undergraduate students conducted during the three year projects financially supported by the National Science Foundation. This book will be a useful text for a wide audience ranging from the general public to undergraduate students of renewable energy and engineering classes. It will also be useful as an introductory text for students of transportation and electrical power faculties interested in e-mobility problems.

Improving patient safety through better teamwork: how effective are different methods of simulation debriefing? Protocol for a pragmatic, prospective and randomised study

IntroductionMedical errors have an incidence of 9% and may lead to worse patient outcome. Teamwork training has the capacity to significantly reduce medical errors and therefore improve patient outcome. One...

Measuring perceived usefulness of team assignments

PurposeTeam-based assignments must be constructed to contribute to the effective development of teamwork skills, an important learning objective for most schools of business. The purpose of this paper is to understand how students view the usefulness of team assignments in order to inform more effective pedagogical techniques related to team-based assignments and the development of student teamwork competencies.Design/methodology/approachData were collected from Likert-scale online surveys administered to students upon completion of the first-year team-based introductory business course. Survey items were developed to assess the team-related activities and components in the course and students’ perceived usefulness of team-based assignments. Results from exploratory factor analyses are presented.FindingsData analyses indicated that survey items contributed to students’ perceived usefulness of team-based assignments. Across three studies, the authors developed a new measure to evaluate effectiveness of team-based assignments.Practical implicationsFor those educators who utilize team-based assignments in their courses, this study provides a much needed measure to assess the effectiveness of assignments intended to develop students’ teamwork competencies. The findings also serve to provide evidence of assurance of learning, and evidence of how students are developing in the area of interpersonal skills and abilities to manage interactions that most schools of business and universities deem as essential learning outcomes as a result of Association to Advance Collegiate Schools of Business requirements.Originality/valueEvidence from online surveys of 755 students in a pilot study and two additional studies conducted longitudinally over a two-year period support a new measure to assess the usefulness of specific team assignments.

An Evaluation Framework for Selecting Collaboration Systems for Student Teamwork

Collaboration technologies play an increasingly important role in student teamwork in universities. With the proliferation of collaboration systems on the market and the wide range of features they offer, choosing an appropriate system can be an overwhelming task for college students. In this paper, the authors present an empirical study that aimed to help college instructors and students assess and select appropriate collaboration systems for their teamwork needs. They first identified and ranked the important features of collaboration systems for students through a web-based survey. Based on the survey results, the authors built an evaluation framework, in the form of weighted scoring tables, to help students systematically choose technologies that met their collaborative needs. They further demonstrated how to use those scoring tables for an undergraduate capstone class that had a term-long team project. The implications and future directions of the authors' study are also discussed.

(B)ELF in multicultural student teamwork

AbstractMany researchers agree that multicultural teams are a “double-edged sword” with the potential for high levels of creativity and production, but also conflict. This paper argues that effective communication is vital for developing “virtuous,” rather than vicious, circles and that research into (B)ELF offers an insight into what effective communication in multicultural and multilingual teams can look like. The conceptual frame develops research into ELF and BELF by also drawing on organisational and management research to examine team processes and the role of language within them. The second part of the paper presents illustrative examples from data collected in an ethnographic study from an English-medium marketing master’s programme at WU Vienna. The students’ teamwork project comprises an international market entry simulation and can be seen as a training ground for managing both business content and team processes. The findings indicate that both the ELF context and the ELF talk furthered the development of rapport, and that the students’ “casual talk” supported their “work talk.” The paper finishes with a call for more empirical research into language use among recent business graduates and how to prepare students better for a globalised workplace.

СИМУЛЯЦІЙНА МЕТОДИКА ПІДГОТОВКИ СТУДЕНТІВ НА КАФЕДРІ НЕВІДКЛАДНОЇ ТА ЕКСТРЕНОЇ МЕДИЧНОЇ ДОПОМОГИ – ВАЖЛИВА СКЛАДОВА В ЯКІСНОМУ ТА КОМПЛЕКСНОМУ ЗАСВОЄННІ НАВЧАЛЬНОГО МАТЕРІАЛУ З ДИСЦИПЛІНИ

У роботі висвітлюються особливості організації навчального процесу на курсі екстреної медичної допомоги в ДВНЗ “Тернопільський державний медичний університет імені І. Я. Горбачевського МОЗ України”. Розкривається прогресивна методика теоретичного викладення та засвоєння практичних навичок на клінічній кафедрі за системою єдиного дня, зокрема реалізація практичної частини заняття із командною роботою студентів з медичним обладнанням, виїздами до хворих (потерпілих) у складі бригад екстреної (швидкої) медичної допомоги, підвищенню рівня підготовки студентів з дисципліни сприяє також їх наукова та просвітницька діяльність.

A phenomenological study of teamwork in online and face-to-face student teams

Team-based projects are widely used in both traditional face-to-face and online programs in higher education. To date, the teamwork experiences of students in each modality have been documented primarily through evaluative research conducted over short spans of time and limited by a priori frameworks. The literature also reflects a lack of agreement about what constitutes the phenomenon of teamwork in each modality. In order to address these limitations, we conducted a phenomenological study examining the lived experiences of teamwork among students in both face-to-face and online MBA programs in Iran. Our analysis revealed striking commonalities in the experiences of both groups, including a shared desire for effective leadership to alleviate the problem of free riders, as well as substantial time and effort invested in retaining reliable teammates from one team project to another. In other respects, face-to-face and online students’ experience differed strongly. For example, while face-to-face participants pursued teammates with similar beliefs about how teamwork should be accomplished, online participants found themselves pre-occupied with staying connected with their teammates and struggled to establish common communication channels with each and every team member. Overall, our findings suggest that while training and support for student teamwork can partly build on the shared needs among students in both modalities, the nature of the experience in each modality may be so different in vital respects that engaging in one mode of teamwork does not necessarily prepare students to participate well in the other mode. Other implications and limitations of the research are discussed.

Assessment of psychiatric morbidity among health-care students in a teaching hospital, Telangana state: A cross-sectional questionnaire-based study

Introduction: Professional education can be a stressful experience for health-care students and may impact negatively on emotional well-being and academic performance which leads to psychiatric morbidity. The aim of this study is to assess the prevalence of psychiatric morbidity among the professional health-care students. Materials and Methods: A cross-sectional study was conducted among professional health-care students in a tertiary care teaching hospital of Telangana state. The information regarding demographic data, academic achievements, and positive and negative events in the recent past was collected using semi-structured pro forma, and the General Health Questionnaire (GHQ)-28 is used to assess the psychiatric morbidity. Descriptive analysis and Pearson's correlation analysis were done to analyze the data. Results: A total of 836 students participated in the study, and the overall mean GHQ total score in the study population was 26.8, which is above the cutoff (24) score. The prevalence of psychiatric morbidity among study population is about 58.7%. Academic achievement and negative events in the recent past had effect on psychological morbidity and showed high GHQ scores among study population which was found to be statistically significant. Conclusion: The poor academic performance and negative events had a strong impact on psychological morbidity of students. The higher level of psychological morbidity warrants need for intervention such as social and psychological support to improve the quality of life for the health-care students. Further, a creation of positive academic environment as a teamwork of faculty, administration, educational experts, and students helps to develop psychological healthy dental and medical professionals who can perform better in a coming future.

Impact of the work in small groups on the educational process in the University of Civil Engineering

Researchers and teachers know about the positive impact that cooperation can have on students learning in a small group. It is necessary to clarify how the interaction and cooperation among learners influence the learning process and problem solving in a small group. The objective of the study is to increase the knowledge about the group work in higher education and understand the basis of successful teamwork of students of the university. The study is focused on the concept of student work in small groups in the University of Civil Engineering. Empirical data were collected using specific semi-structured questionnaire and analyzed using qualitative content analysis and special questionnaire. The analysis revealed three variables that influence learning in small groups of students of the University of Civil Engineering: learning process, social function of learning and organization of learning. The author revealed the correlation between these variables and the final result of learning (increase or decrease of the effectiveness of learning), as well as between these variables and the presence of positive or negative work experience in a small group.

Design Support System for Open Distance Learning Student Teamwork

Open distance learning students in doing team assignment, they seldom face to some problems such as student fell unfair in numbers of workload contribution, instructors also do not know which students do more work than others. So there are some questions ie: how to connect between instructor, team members, and working documents. Methods will be used are first, analyzing current condition and last by designing systems to connect between instructor, team members, and document. The expected result is support systems for open distance learning student teamwork.

Interview with Dr. Ken Haycock as Conducted by Dr. Robert P. Holley

ABSTRACTDr. Ken Haycock directs the recently created Master of Management in Library and Information Science (MMLIS) program in the Marshall School of Business at the University of Southern California. As the only LIS program located in a major business school, the MMLIS is focused on integrating business skills with traditional library and information science to graduate students who are prepared for leadership roles in the profession. The MMLIS program requires students to have prior work experience. Students work in teams to solve real world problems and also choose an independent project. Of particular interest is a proposed special track for experienced library and information science managers to acquire the MLIS.

Greener Oxidation of Benzhydrol: Evaluating Three Oxidation Procedures in the Organic Laboratory

In one lab period, students individually conduct one of three published green oxidation reactions of benzhydrol. Each method employs a different oxidant (potassium permanganate, sodium tungstate/hydrogen peroxide, or bleach) and requires approximately the same amount of time to complete. In a subsequent lab period, using a combination of TLC, IR spectroscopy, and GC, students work in teams to compile results and determine the average yield and purity, cost, amount of waste, and greenness of the oxidation method that was performed. Ultimately, the three methods are compared to determine whether one method is superior to another in each of the categories listed above.

Collaborative Teamwork in Crossdisciplinarity

Polytechnique M ontreal has integrated an approach of teamwork in its twelve engineering programs, in the bachelor's degree program since 2005. Students must take a compulsory 45 hours course on teamwork and are then accompanied with team coaching throughout the four years program, in all the engineering integration projects. These integration projects are generally ones in which, over a session, the students work in teams to conceive an engineering project. From the creation of a model of a bridge, to the production of a miniature robot, or the design of an industrial product, the projects are as varied as the teams. Within the framework of these projects (1 per year), a group communication specialist meets every team for approximately 60 minutes. This process promotes the transfer of the accumulated knowledge acquired in the teamwork course to their projects and helps identify the group processes at play in their teamwork dynamics. These meetings incite the members of a team to explain their work method, their internal organization, their decision-making process, as well as to give feedback with the objective of finding solutions and taking action. The specialist, during this type of follow-up, acts as a mentor. Along with these m eetings is added a service of crisis management for the teams in difficulty. The specialist attempts, with the team, to define as clearly as possible the dynamic and relational aspects of the problems and they focus on helping the group find a solution for better teamwork. During this type of follow-up, the specialist acts as an advisor. Hence, an experiential approach and a solution-oriented approach used throughout the learning process allows the development of skills in teamwork for the students. The objective pursued by this article is to present an innovative formula used by Polytechnique Montreal and to demonstrate by clear examples how it allows the development of skills in teamwork in all the scientific disciplines. In fact, the experiential approach and the approach oriented to the solutions used at Polytechnique Montreal could be transferred in disciplines as varied as design, computer science, engineering or even ergonomics.

Using yeast to determine the functional consequences of mutations in the human p53 tumor suppressor gene: An introductory course-based undergraduate research experience in molecular and cell biology.

The opportunity to engage in scientific research is an important, but often neglected, component of undergraduate training in biology. We describe the curriculum for an innovative, course‐based undergraduate research experience (CURE) appropriate for a large, introductory cell and molecular biology laboratory class that leverages students′ high level of interest in cancer. The course is highly collaborative and emphasizes the analysis and interpretation of original scientific data. During the course, students work in teams to characterize a collection of mutations in the human p53 tumor suppressor gene via expression and analysis in yeast. Initially, student pairs use both qualitative and quantitative assays to assess the ability of their p53 mutant to activate expression of reporter genes, and they localize their mutation within the p53 structure. Through facilitated discussion, students suggest possible molecular explanations for the transactivation defects displayed by their p53 mutants and propose experiments to test these hypotheses that they execute during the second part of the course. They use a western blot to determine whether mutant p53 levels are reduced, a DNA‐binding assay to test whether recognition of any of three p53 target sequences is compromised, and fluorescence microscopy to assay nuclear localization. Students studying the same p53 mutant periodically convene to discuss and interpret their combined data. The course culminates in a poster session during which students present their findings to peers, instructors, and the greater biosciences community. Based on our experience, we provide recommendations for the development of similar large introductory lab courses. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):161–178, 2017.

PROJETOS DE TRABALHO: PERCEPÇÕES DE PROFESSORES E ALUNOS QUANTO SUA EFICÁCIA COMO ESTRATÉGIA DE ENSINO

This study aims to analyze the development and implementation of a work project, and the promotion of health as a pivotal point, as well as the perception of teachers and students about its effectiveness as a teaching strategy. To address the above goals we conducted a case study, through collaborative action research. The study subjects were 10 teachers and 12 high school students from a state school education of a city in the interior of Rio Grande do Sul and two university students from the Physical Education course. To develop the project weekly meetings were held two hours during a semester, and the same developed in five distinct steps: definition of the generating situation; questioning and objectives; activities / tasks; socialization of results and evaluation. The data was produced from observations during the experiment and content of research reports and questionnaires, being grouped into two areas: reporting experience in the local context; and the perceptions of those involved as its contribution as a teaching methodology. The results showed: learning to work in an interdisciplinary way, professional growth, motivation and reflection on the pedagogical practice for teachers; a better understanding of the subject, the motivation to learn, a greater appreciation of the school and the importance of teamwork for students; the search for new learning, the improvement of their professional performance; and learning to work in teams, to academic researchers. Despite some difficulties in the implementation of this proposal, it can be concluded that the design work was constituted as a significant strategy for everyone involved in the proposal, pointing to its effectiveness as a teaching methodology.

Virtual Laboratory for QoS Study in Next-Generation Networks With Metro Ethernet Access

Teaching in university engineering departments is currently facing a number of challenges, especially for those involved in the most innovative and dynamic areas of information and communication technology. Learning model developments that place greater weight on laboratory activities require investment in specific equipment that is often very expensive, difficult to manage, and soon obsolete. This paper describes a virtual laboratory education platform, QoSLab, for training in and research into quality-of-service (QoS) mechanisms used for Metro Ethernet access in next-generation networks (NGNs). QoSLab integrates three experiments and 21 tasks with a pedagogical model to help students achieve learning goals; it also promoting student teamwork, iteration with lecturers, and autonomy. QoSLab was developed using OMNeT++, an open-source framework environment that allows students to run the code on their personal computers. Evaluations have shown that since 2013, QoSLab has produced a significant increase in student grades on NGN-related topics, as well as good results in student satisfaction surveys.