Developing model for group work in phase I and II of the M.B.,Ch.B.-learning programme at the University of the Free State

English: Drastic changes in the guidelines for medical education have taken place over the past few years which have resulted in the adjustment of undergraduate medical learning programmes of medical schools. One of the prerequisites for being regarded as competent medical practitioners is the ability to function effectively in a health care team. This implies that group work needs to be incorporated as an instructional learning method in undergraduate medical education. The Faculty of Health Sciences, University of the Free State (UFS) implemented a transformed M.B.,Ch.B.-Iearning programme in 2000, consisting of a hybrid curriculum with lectures, group work and directed self-study as the main components of instruction. However, group work was implemented without guidelines and it currently appears not to be reaching the objectives it was intended to. This study was conducted in an attempt to provide guidelines for the implementation and practice of group work through an appropriate model. An opinion survey was conducted amongst the students and staff involved in Phases I and II of the M.B.,Ch.B.- learning programme at the UFS, so as to determine the importance of various indicators for a group-work model, using the literature as a basis for the compiling of suitable questionnaires. The opinions of national and international experts in group work and medical education were also obtained through a Delphi study in an attempt to reach consensus amongst the experts on the importance of the indicators for the group-work model. The model was eventually designed by considering the literature and the results from these two investigations in order to determine its structure. The group, consisting of students, forms the centre of the model, whereas the roleplayers (i.e., students, lecturers and facilitators) are united through group-work sessions. The important input factors which could influence the effectiveness of group work include training, support and resources for group work. All aspects of group work need to be evaluated for various reasons: Not only should the group process and -task be evaluated and assessed, for students to receive marks and thus progress in their studies, but all the elements of group work should be reviewed as part of assuring the quality of group work. However, quality assurance also entails reflecting and reacting on the evaluations in order to ensure that the outcome of group work (i.e., learning in terms of knowledge, skills and attitudes) is reached. The organisation (in this instance, the Faculty of Health Sciences, UFS) needs to provide a suitable environment and academic climate for group work to take place in. This study may therefore contribute to the quality of the undergraduate medical education at the UFS, assisting students to develop the skills necessary to function as competent health care professionals.