Prioritising the key behaviours that enhance the quality of collaborative learning by medical students: A modified Delphi study

Abstract

Introduction: Medical education has transitioned to require more active student learning, including self-directed and collaborative approaches. Although there are many advantages to collaborative small-group environments, learning in this setting is not always effective. One potential factor is that behaviours that are key to the success of small-group collaborative learning in medical education are yet to be clearly defined. In this study, we aimed to identify and prioritise behaviours that are relevant to individual students effective collaborative learning in small groups. Method:A two-round modified-Delphi approach was used to identify student behaviours that positively influenced the success of small-group collaborative-learning environments. In Round 1, the panel members were asked to rate the impact of 15 student behaviours on two subscales: (1) enhancing the quality of learning and (2) fostering a collaborative environment. The top 10 behaviours identified were utilised for Round 2, in which the panel members were asked to rank the behaviours based on the magnitude of their positive impact on students' quality of learning.Results: Collaborative group behaviours were prioritised in Round 2, and the top six behaviours were selected for the design of a user-friendly educational intervention for medical students. The key behaviours identified were preparation by the student, involvement in discussion, engagement in learning, listening skills, sharing views and voicing opinions, reflecting on feedback and responding appropriately.

The collaborative learning development exercise (CLeD-EX): an educational instrument to promote key collaborative learning behaviours in medical students

“…This involved adopting a systematic approach towards designing a creative and innovative instrument which would help solve real-world challenges in developing collaborative learning skills in junior medical students. The details of this work have been reported by the authors in prior publications [34,35]. The systematic approach involved a qualitative exploration of key collaborative learning behaviours which are influential in promoting effective collaborative learning [34].…”

“…The systematic approach involved a qualitative exploration of key collaborative learning behaviours which are influential in promoting effective collaborative learning [34]. In the next step, a modified Delphi study was conducted and the top six, key student behaviour which were influential in promoting effective collaborative learning were identified [35]. All the experts involved in the two-round Delphi (round 1 n = 54; round 2 n = 23) had an academic role in universities across Australia and New Zealand and were involved in small-group teaching that included design and/or facilitation of collaborative learning.…”

“…The context for the CLeD-EX field-test was the scenario group learning sessions which are key components of Phase-1 (years 1 and 2) of the UNSW Medicine program. Scenario group learning is a variant of problem- Table 1 Key collaborative learning behaviours for inclusion in the design of the CLeD-EX instrument [35] Key collaborative learning behaviours for inclusion in the design of the CLeD-EX instrument (The student) Is well prepared for the learning session;…”

The Collaborative Learning Development Exercise (CLeD-EX): an educational instrument promoting key collaborative learning behaviours in medical students

“…This involved adopting a systematic approach towards designing a creative and innovative instrument which would help solve real-world challenges in developing collaborative learning skills in junior medical students. The details of this work have been reported by the authors in prior publications (33,34). The systematic approach involved a qualitative exploration of key collaborative learning behaviours which are influential in promoting effective collaborative learning (33).…”

“…The systematic approach involved a qualitative exploration of key collaborative learning behaviours which are influential in promoting effective collaborative learning (33). In the next step, a modified Delphi study was conducted and the top six, key student behaviour which were influential in promoting effective collaborative learning were identified (34). These six behaviours were included in the CLeD-EX Instrument (Table: 1) Table 1: Key collaborative learning behaviours for inclusion in the design of the CLeD-EX instrument (34) Key collaborative learning behaviours for inclusion in the design of the CLeD-EX instrument (The student) Is well prepared for the learning session;…”