Group work is a collaborative learning strategy in which students work together to analyze problems, discuss concepts, or complete shared tasks. In health sciences education, group work reflects the collaborative nature of clinical practice, where professionals work in teams to make decisions and deliver patient care. When intentionally structured, group work promotes deeper learning by encouraging students to explain ideas, consider multiple perspectives, and apply knowledge to complex scenarios. Research in health professions education suggests that collaborative learning can strengthen communication, teamwork, and problem-solving skills while supporting professional identity development. Effective group work requires clear expectations, purposeful group structure, and strategies that ensure accountability and meaningful participation.
Last Reviewed
March 10, 2026
First Published:
March 10, 2026
Why Use This Strategy?
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Enhances Higher-Order Learning and Knowledge Application: Collaborative project-based learning requires students to synthesize information, discuss ideas, and solve complex problems together. Studies in nursing education show that collaborative project-based learning improves communication skills, problem-solving ability, and self-directed learning.
- Lee, S., Yoon, J.Y. & Hwang, Y. (2024). Collaborative project-based learning in global health: Enhancing competencies and skills for undergraduate nursing students. BMC Nursing, 23, 437. https://doi.org/10.1186/s12912-024-02111-8
- Lee, S., Yoon, J.Y. & Hwang, Y. (2024). Collaborative project-based learning in global health: Enhancing competencies and skills for undergraduate nursing students. BMC Nursing, 23, 437. https://doi.org/10.1186/s12912-024-02111-8
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Promotes Accountability and Collaborative Professional Behaviors: Structured approaches such as group contracts and peer evaluation can improve workload distribution and collaboration within student teams. Research suggests that clearly defined expectations and accountability mechanisms reduce conflict and support productive group dynamics in health professions education.
- Chau, M., Singh, C., & Bowman, T. (2025). Group learning contracts in healthcare education: A systematic review. Journal of Medical Imaging and Radiation Sciences, 56(2), 101843. https://doi.org/10.1016/j.jmir.2024.101843
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Develops Teamwork and Communication Skills: Health professionals work in collaborative environments where communication and teamwork are essential for patient safety and quality care. Structured group learning activities allow students to practice these competencies while working toward shared goals.
- Gray, J., Cartmill, C. & Whitehead, C. (2024). Playing well with others: lessons from theatre for the health professions about collaboration, creativity and community. Advances in Health Sciences Education, 29, 1611–1630. https://doi.org/10.1007/s10459-024-10314-6
Teaching Tips
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Design Projects with Clear Learning Outcomes: Ensure that group projects align with course objectives and emphasize skills that benefit from collaboration, such as case analysis, clinical reasoning, or interdisciplinary problem solving. Clearly communicate how the project supports course learning goals. .
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Structure Groups Intentionally: Assign groups strategically rather than relying solely on self-selection. Plan for group formation, training, and management. Focusing on the process rather than the product preemptively addresses many of the pitfalls of group work.
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Be Transparent and Use Group Agreements: Acknowledge students’ feelings about group work and also its importance in developing important professional skills. Give students some autonomy and also tools to manage the logistics, such as a template for a brief group contract outlining expectations for communication, timelines, task distribution, and conflict resolution.
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Incorporate Individual Preparation and Accountability: Require individual preparation prior to group discussions or project milestones to improve comprehension and transfer of knowledge while setting clear goals for all learners. Assign group roles to provide all students with a clear avenue for participation and encourage individual accountability.
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Integrate Peer and Self-Assessment: Peer evaluation tools can help address unequal participation and provide insight into individual contributions. Combining a group grade with an individual component (such as reflections or peer assessments) supports fairness and accountability.
- Provide Milestones and Feedback: Break larger projects into stages such as topic proposals, drafts, or progress updates. Regular checkpoints allow instructors to monitor group progress, provide feedback, and address challenges early.
Resources
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Enhancing Working in Groups and Teams in Learning and Teaching in Higher Education. Centre for Education Teaching Innovation, University of Westminster.
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Group Work Guide. Centre for Learning & Teaching, University of Bath.
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Groupwork in Higher Education: A Practitioner’s Guide. Centre for Pedagogical Innovation and Development, Technological University of the Shannon.
- Besche, H. et al. (2025). Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Base Collaborative Learning. Journal of Medical Education and Curricular Development, 12. https://doi.org/10.1177/23821205251317149
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