Sagoo, Mandeep Gill;
Lam, Pak Yin;
Sharma, Tanvi;
Arora, Arisma;
Siddiqui, Maheen;
Adeniyi, Adedeji M;
Brassett, Cecilia;
... Wu, Anette; + view all
(2025)
Evaluating group dynamics through peer assessment during a global student collaboration of interprofessional healthcare education: A longitudinal study across 33 universities.
Anatomical Sciences Education
, 18
(5)
pp. 436-447.
10.1002/ase.70026.
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Abstract
With the advent of healthcare globalization, interprofessional collaboration has become increasingly important on an international scale. This longitudinal study evaluated group dynamics in the International Collaboration and Exchange Program, a global online program of students across 33 universities from diverse healthcare backgrounds, including medicine, dentistry, pharmacy, and biomedical science. In groups of 4 to 6, participants engaged in regular discussions and projects relating to anatomy education and global health. Peer assessment was used to determine (1) whether a relationship existed between group cohesiveness and disparities in individual contribution levels and (2) whether group cohesiveness and individual contribution levels changed over time across varying group sizes. Two student cohorts were studied using the Individual Peer Assessment of Contribution methodology. Peer assessment surveys were distributed at two time points for the first (2021–2022) and second (2022–2023) cohorts, respectively, yielding 423 responses from 126 groups. Collaboration quality and effectiveness were evaluated through numerical ratings and qualitative feedback. Peer assessment is a viable tool for evaluating the dynamics of group interactions in virtual collaboration on a global scale. A reduction in group cohesiveness was associated with greater imbalances in individual contribution levels (r = −0.71, p < 0.001). Furthermore, larger groups (n = 6 students) demonstrated improved cohesiveness and equality in individual contribution levels over time compared to smaller groups (n = 4 students). This study on international healthcare student collaboration provides insights into sociocultural and educational factors impacting virtual group interactions and offers strategies for enhancing interprofessional collaborative practices in global health education.
| Type: | Article |
|---|---|
| Title: | Evaluating group dynamics through peer assessment during a global student collaboration of interprofessional healthcare education: A longitudinal study across 33 universities |
| Location: | United States |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/ase.70026 |
| Publisher version: | https://doi.org/10.1002/ase.70026 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| Keywords: | Social Sciences, Education, Scientific Disciplines, Education & Educational Research, collaboration, global healthcare, group work, interprofessional, GROUP-SIZE, COMMUNICATION, PERFORMANCE, WORK, IMPACT |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Med Phys and Biomedical Eng |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10221434 |
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