American journal of pharmaceutical education · 2025
Exploring Instructor-Led Team Formation and Task Assignment to Enhance Group Dynamics in Pharmacy Problem-Based Learning.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Shimomura Yuki, Utsumi Miho
Аннотация
OBJECTIVE: This study investigates how different team grouping methods and task assignments affect group dynamics, specifically focusing on the presence of free riders and active learners (students who fully engage and contribute to the group).
METHODS: This study was conducted in 2020 as part of a problem-based learning program in physical chemistry and pharmaceutics. A total of 255 second-year students were randomly assigned to 1 of 3 groups: (1) motivation-based, (2) grade-based, and (3) random. They were then divided into teams based on career prospects, academic performance, radom assignment. Data were collected using postprogram questionnaires which included demographic information, learning behaviors, and peer evaluations. Statistical analyses, including χ2 tests and analysis of variance, were used to compare group dynamics and learner characteristics. Qualitative comments on team performance were analyzed through coding and categorization.
RESULTS: The grade-based group had the highest number of free riders, whereas the motivation-based group had the most active learners. Free riders demonstrated lower grades and self-evaluations, whereas active learners exhibited higher grades and leadership roles. Motivation-based grouping, which aligns team tasks with students' career prospects, was associated with higher engagement and fewer free riders. Grouping students based on career prospects promoted active learning, whereas grouping by academic performance increased free riding.
CONCLUSION: Grouping students from various academic performance levels may not yield positive outcomes, whereas grouping based on career prospects has the potential to enhance student motivation and engagement.
METHODS: This study was conducted in 2020 as part of a problem-based learning program in physical chemistry and pharmaceutics. A total of 255 second-year students were randomly assigned to 1 of 3 groups: (1) motivation-based, (2) grade-based, and (3) random. They were then divided into teams based on career prospects, academic performance, radom assignment. Data were collected using postprogram questionnaires which included demographic information, learning behaviors, and peer evaluations. Statistical analyses, including χ2 tests and analysis of variance, were used to compare group dynamics and learner characteristics. Qualitative comments on team performance were analyzed through coding and categorization.
RESULTS: The grade-based group had the highest number of free riders, whereas the motivation-based group had the most active learners. Free riders demonstrated lower grades and self-evaluations, whereas active learners exhibited higher grades and leadership roles. Motivation-based grouping, which aligns team tasks with students' career prospects, was associated with higher engagement and fewer free riders. Grouping students based on career prospects promoted active learning, whereas grouping by academic performance increased free riding.
CONCLUSION: Grouping students from various academic performance levels may not yield positive outcomes, whereas grouping based on career prospects has the potential to enhance student motivation and engagement.