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Learning in groups: Teamshaping in the teaching of medical psychology
Author(s) -
Kropiunigg Ulrich,
Pucher Ingeborg,
Weckenmann Martin
Publication year - 2002
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1046/j.1365-2923.2002.01166.x
Subject(s) - teamwork , medical education , perspective (graphical) , psychology , medical psychology , teaching method , style (visual arts) , medical school , medicine , medline , pedagogy , management , computer science , artificial intelligence , political science , law , economics , archaeology , history
Objectives Although it is of growing importance in modern medicine, the ability to work in teams usually plays no explicit role in medical education. We compared the method of Teamshaping with `traditional' teaching. Design Ninety‐six students in 6 groups pursued a course in medical psychology with traditional teaching methods, while 46 students in 4 groups participated in Teamshaping. To evaluate the team approach, we used the Group Climate Questionnaire, Short Version (GCQ‐S). Setting University of Vienna, Medical School. Subjects Third‐year medical students. Results In terms of group climate both groups benefited from teaching, regardless of the method. Teamshaping, however, initially imposed a greater strain on the students than traditional teaching. This changed towards the end of the seminar. Teamshaping produced a stronger sense of commitment and a reduction of perceived conflicts. Conclusion The model is recommended for teaching medical students because it not only extends traditional teaching towards small group learning but adds a competency in teamwork. It introduces students to a better working style and gives them an additional perspective for use in their future profession.