Group Testing in Medical Education: An Assessment of Group Dynamics, Student Acceptance, and Effect on Student Performance

• DOI: 10.1007/bf03341646
• Publication Date: 2014-01-17T04:47:59Z
• Authors: Gregory J. Sinner; John C. Briggs; Frazier T. Stevenson; Stanley J. Nazian
• Keywords: Hostility; Test anxiety; Unanimity; Group dynamic; Dynamics

Our institution uses a model of group testing in which students retake exam questions in a group after submitting individual answers. We examined the effects of group testing on exam performance and group dynamics. Students scored higher after discussing the questions. When the same cohort of students was allowed to submit an independent answer one year and then required to achieve consensus the next, the improvement in their performance after discussion did not change. 83.1% of students reported teaching during the group exam. 65.1% reported groups achieve unanimity “often”; 56.4% reported feeling pressured by peers. While in preformed groups, personal stress was decreased in 44% of respondents and there was less conflict in 60% of respondents compared to randomly formed groups. Hostility was three times more likely in a random group than a pre-formed group (37% vs. 12%). Both teaching and seeking clarification occurred more often in pre-formed groups. These data suggest that group testing can be used to enhance student performance, understanding, and retention. However some students feel pressured and find these groups to be hostile environments. Testing within a pre-formed group may provide students with an opportunity to teach each other with decreased stress and anxiety.