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ToolsBadcock, Jenny, Abel, Geraad, Theodoratos, Evangelos and Sokhi, Jeremy (2025) Student-led development of group working guidance:Monash Pharmacy Education Symposium Abstracts 2024. Pharmacy Education, 25 (3). p. 11. ISSN 1560-2214
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Abstract
Background: Group work is an integral part of pharmacy education. Barriers to successful group work may include different working styles; ‘free riders’ who appear not to engage or contribute to the work; poor communication, especially in larger groups; and managing individuals that dominate group discussions. Consequently, a student-led project was set-up to produce student guidance to support group work. Methods: Student views informed the development of the guidance, with focus groups undertaken with current undergraduates, the content of which was informed by the literature on group work barriers. Key teaching staff were interviewed to comment on the draft guidance which informed the version that was shared with Year 1 student groups working on a problem-based learning scenario. After assignment completion, students were invited to complete an online feedback questionnaire on the guidance, including one 5-point Likert scale and two open questions on improvements and further comments. Results: Of 86 students, 41 (48%) used the guidance, and of these 34 (83%) found the guidance useful. The majority felt it provided clear and precise information and helped improve team communication. Perceived issues included the lack of availability of the guidance; and that it did not resolve all issues some groups experienced, including the issue of ‘free riders’. Students requested more guidance on managing power imbalances, organising meetings and tracking progress, and a process for addressing or reporting individuals who did not engage. Conclusion: Overall, this first iteration of the group work guidance was shown to be of some use to students. By having students lead the development of this guidance, it helped to keep it relevant to student needs. Further development of the guidance is needed for certain issues including engaging with students perceived as ‘free riders’ and dealing with power imbalances within the group.
| Item Type: | Article |
|---|---|
| Faculty \ School: | Faculty of Science > School of Chemistry, Pharmacy and Pharmacology Faculty of Science > School of Pharmacy (former - to 2024) |
| UEA Research Groups: | Faculty of Science > Research Groups > Innovations in Pharmacy Education Faculty of Science > Research Groups > Patient Care Faculty of Science > Research Groups > Education Research & Practice |
| Depositing User: | LivePure Connector |
| Date Deposited: | 01 Dec 2025 10:30 |
| Last Modified: | 08 Dec 2025 15:32 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/101160 |
| DOI: | 10.46542/pe.2025.253.154 |
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