TY - JOUR
T1 - Group learning contracts in healthcare education
T2 - A systematic review
AU - Chau, Minh
AU - Singh, Clare L
AU - Bowman, Tricia
N1 - Copyright © 2024. Published by Elsevier Inc.
PY - 2025/1/15
Y1 - 2025/1/15
N2 - INTRODUCTION/BACKGROUND: Group work plays a crucial role in healthcare education by fostering collaboration, communication, and teamwork skills. However, students often face challenges such as unequal workload distribution, conflict, and anxiety. Group learning contracts have been introduced to improve group dynamics by setting clear expectations, enhancing accountability, and promoting effective collaboration. This systematic review explores the impact of group learning contracts on students' experiences in healthcare education.METHODS: A comprehensive search across six databases, including Medline, ProQuest, and SCOPUS, identified studies published from inception to 2023. Keywords related to group work, healthcare education, and learning contracts were used. Data extraction and quality appraisal followed the PRISMA guidelines, with the Mixed Methods Appraisal Tool (MMAT) used for bias assessment.RESULTS: All four studies demonstrated positive outcomes from using group learning contracts. Improvements included better workload distribution, increased communication, reduced anxiety, and enhanced collaboration. One study reported greater effectiveness of these contracts in online learning settings. Some students, however, found the additional paperwork burdensome. Despite overall low bias risk, methodological limitations, including small sample sizes and absence of control groups, were noted.DISCUSSION: The findings highlight the potential of group learning contracts to mitigate common challenges in group work and enhance students' learning experiences. Aligning with previous research, structured agreements foster accountability and reduce group-related stress.CONCLUSION: Group learning contracts are valuable tools in healthcare education, promoting positive group dynamics and improving student outcomes. Further research with larger, more diverse samples is needed to confirm these findings and optimize implementation across various educational contexts.
AB - INTRODUCTION/BACKGROUND: Group work plays a crucial role in healthcare education by fostering collaboration, communication, and teamwork skills. However, students often face challenges such as unequal workload distribution, conflict, and anxiety. Group learning contracts have been introduced to improve group dynamics by setting clear expectations, enhancing accountability, and promoting effective collaboration. This systematic review explores the impact of group learning contracts on students' experiences in healthcare education.METHODS: A comprehensive search across six databases, including Medline, ProQuest, and SCOPUS, identified studies published from inception to 2023. Keywords related to group work, healthcare education, and learning contracts were used. Data extraction and quality appraisal followed the PRISMA guidelines, with the Mixed Methods Appraisal Tool (MMAT) used for bias assessment.RESULTS: All four studies demonstrated positive outcomes from using group learning contracts. Improvements included better workload distribution, increased communication, reduced anxiety, and enhanced collaboration. One study reported greater effectiveness of these contracts in online learning settings. Some students, however, found the additional paperwork burdensome. Despite overall low bias risk, methodological limitations, including small sample sizes and absence of control groups, were noted.DISCUSSION: The findings highlight the potential of group learning contracts to mitigate common challenges in group work and enhance students' learning experiences. Aligning with previous research, structured agreements foster accountability and reduce group-related stress.CONCLUSION: Group learning contracts are valuable tools in healthcare education, promoting positive group dynamics and improving student outcomes. Further research with larger, more diverse samples is needed to confirm these findings and optimize implementation across various educational contexts.
U2 - 10.1016/j.jmir.2024.101843
DO - 10.1016/j.jmir.2024.101843
M3 - Review article
C2 - 39817968
SN - 1876-7982
VL - 56
SP - 101843
JO - Journal of Medical Imaging and Radiation Sciences
JF - Journal of Medical Imaging and Radiation Sciences
IS - 2
M1 - 101843
ER -
