Teamwork during education: the whole is not always greater than the sum of the parts

Eva, Kevin W.

doi:10.1046/j.1365-2923.2002.01204.x

Cited by 36 publications

(23 citation statements)

References 9 publications

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“…Brainstorming to raise ideas on learning goals, as practised in the PBL tutorial, may require knowledge more substantial than can be instantly and spontaneously produced by the students knowledge. As remarked by Eva in a critical comment on the value of teamwork (Eva 2002), brainstorming by a group has been shown to be less effective as a way of creating ideas than individual brainstorming (Pinsonneault et al 1999). From a study based on interviews of clinical teachers, the authors concluded that self-direction as a method of learning was 'inapplicable to basic professional education in the clinical environment' (Dornan et al 2005b).…”

Section: Discussionmentioning

confidence: 99%

Revival of the case method: a way to retain student-centred learning in a post-PBL era

Tärnvik

2007

Medical Teacher

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Background: In current renewal of medical education, problem-based learning (PBL) is the predominant approach. PBL is afflicted with limitations, which cause uncertainness about its future. A profoundly different approach is the case method, developed a century ago and today attracting much less interest in developmental work than PBL. Aim: To compare the characteristics of PBL and the case method and ask the question of whether the case method may serve as an alternative approach to student-centred learning. Method: The comparison was literature-based. Results: PBL implicates fostering of self-directed learning and its prospects deal with depth and retention of knowledge and clinical reasoning skills. Problems are used to define learning goals and to stimulate students' interest in various aspects of an item, rather than just for problem-solving. In the small-group tutorials of a PBL curriculum, the teacher is assigned to facilitate the process of self-directed learning and needs not necessarily be a subject-matter expert. In spite of its exciting philosophy and an increased input of students' and teachers' time, the superiority of PBL as a mode of learning has not been convincingly demonstrated, either in terms of acquisition of knowledge or in clinical performance. Moreover, dysfunction is a well-recognized phenomenon. In some PBL tutorials, indifference towards the group discussion is encountered, including individual quietness or dominant behaviour and incomplete attendance. To cope with dysfunctional problems, efforts are recommended aiming to increase PBL tutors' and students' understanding of the group process. As opposed to PBL, the case method relies strongly on teacher-directed learning. Students are placed in a dilemma or a problem to be solved. After preparatory work, they meet for a discussion, lead by a subjectmatter expert, who preferably has experienced the case in reality. As a chairperson, the teacher is supposed to stimulate the discussion and detect gaps and misunderstandings. Due to its teacher-dependent approach to learning, the case method is less susceptible to group dysfunction. The case method is also less resource consuming, primarily because it can be practised in groups several times larger than those of PBL. Conclusion: A revival of the case method seems warranted as an alternative means of interactive learning, which is simpler, easier to realize and less time-consuming with regard to both institutions and students.

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Section: Discussionmentioning

confidence: 99%

Revival of the case method: a way to retain student-centred learning in a post-PBL era

Tärnvik

2007

Medical Teacher

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“…2). Five algorithms (7,8,10,18,20) retrieved fewer than 10 citations each in AF, 24 all together-less than 1% of the total ('Found < 10' in Fig. 2); although almost all had found a place in the abstract, it could be supposed that they could 'safely' be ignored in a high-specificity further search; not to lose an important outlier, we retrieved their abstracts and found that only three (3/24 = 13%), published during 2000 to 2006, were relevant.…”

Section: Prolific and Non-prolific Algorithmsmentioning

confidence: 99%

“…6 Under the 'contact hypothesis', 'friction between different social groups can be alleviated if they can interact with one another, provided certain conditions are met' 7 -otherwise the whole will not be greater than the sum of the parts 8 because 'poorly planned and delivered interprofessional education (IPE) can reinforce professional differences'. 9 In Canada, the outcome of 2 years of work of a team of health researchers (Health Canada National Expert Committee on Inter-professional Education for Collaborative Patient-Centred Practice; IECPCP), exploring national and international trends impacting interprofessional education, sponsored by the Ministry of Health, was a collection of 16 papers by 23 authors 10 12 In Australia, the 3 July 2006 edition of the Medical Journal of Australia was devoted to 'task transfer' in the contemporary 'reconfiguration' towards inter/multiprofessional delivery of health care.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional/multiprofessional health professions education: designing an efficient search to scope the literature of this exploding field

Dimoliatis

Roff

2007

Health Info Libraries J

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Background and objective : With the advent of an interprofessional approach to delivering health care in today's health care systems, should health care professionals be educated together? Supported by policy-making circles worldwide, interprofessional education is accumulating a research literature at an exponential rate. Using one-word search terms in the medline query box for scoping this body of literature, we obtained an unmanageable number of articles (342 338 in all fields). The objective of our study was to outline an efficient specific query. Methods : We created 1072 phrasal search terms consisting of a prefix, an adjective and a noun. Of those, 66 were prolific for the whole indexed period (1950 -2006). Results : Only 2510 citations have the search term in all medline fields; of those 2049 were in title/abstract and 652 in title alone. From the 1950s, the citations were published at a slow rate, but the rate then exploded during the decade 1995 to 2006. The combination of prefixes 'inter' and 'multi' with the adjectives 'professional', 'disciplinary' and 'shared', and the nouns 'education', 'learning' and 'training' may retrieve almost all the relevant citations, while the terms 'collaborative' and 'common' may retrieve mainly irrelevant ones. The adjective 'cohesive' and nouns 'practice' and 'role' should be also considered. Conclusion : Phrasal search terms highly increased the relevance of medlineretrieved citations.

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“…With increased specialisation it is unlikely that one health professional can meet all the complex needs of patients who are increasingly more complicated to manage (Hall & Weaver, 2001). By working in a team, health professionals together can facilitate a wider variety of ways to ameliorate the multifaceted problems presented by many service users (Eva, 2002). Subsequent years have seen a continuing positive shift towards this more inclusive way of working in the UK National Health Service, with staff encouraged to think and work differently, breaking down artificial boundaries between professions to achieve staff working in genuine partnership (DH, 2000(DH, , 2002ab.…”

Section: Building a Teammentioning

confidence: 99%

“…It is essential to have a clear understanding of professional boundaries, and reciprocal respect for the skills and abilities of other health care colleagues, to enhance professional working relationships (Brown & Greenwood, 1999). Working in teams has also been demonstrated to positively affect mental health by cushioning individuals from the effects of organisational conflict (Borrill et al, 2000) and, importantly, allowing a sharing of responsibility amongst the team (Eva, 2002). More experienced team members can also be a valuable source of support for less experienced staff and so again help to reduce stress (Firth-Cozens, 2001).…”

Section: Think It's a Constant Reminder That It Is Part Of A Team mentioning

confidence: 99%

Stroke units: the implementation of a complex intervention

Kilbride

Meyer

Flatley

et al. 2005

Educational Action Research

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This article reports on selected findings from an action research study that looked at the lessons learnt from setting up a new in-patient stroke service in a London teaching hospital. Key participants in the design and evaluation of this 2-year study included members of the multi-professional stroke team and support staff within the unit, the hospital management team and representatives of patients and carers. Mixed methods (focus groups, indepth interviews, audits, documentary analysis, participant observation field notes) were used to generate data. Findings demonstrated positive change overtime with four main themes emerging from the process: building a team; developing practice-based knowledge and skills in stroke; valuing the central role of the nurse in stroke care; and creating an organisational climate for supporting change. The interplay of these non-linear, but interrelated factors is supported by complexity theory, which includes exploration of how the sum of a whole can be more than its constituent parts. Findings are likely to be of interest to practitioners, managers and policy makers interested in supporting change in a learning organisation.

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Teamwork during education: the whole is not always greater than the sum of the parts

Cited by 36 publications

References 9 publications

Revival of the case method: a way to retain student-centred learning in a post-PBL era

Revival of the case method: a way to retain student-centred learning in a post-PBL era

Interprofessional/multiprofessional health professions education: designing an efficient search to scope the literature of this exploding field

Stroke units: the implementation of a complex intervention

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