Perceptions of Group Work on Student Learning in Entry-Level Physical Therapist Education

Small group work, defined as two or more students interdependently working together to achieve specific objectives, is a strategy that has been adopted in physical therapy and health professions curricula to foster deep learning and help develop clinical competencies. Research on the value of group work has yielded mixed results, with some studies suggesting that this approach expands critical thinking and boosts student performance and others claiming that it gives way to superficial learning and limited learning outcomes. The purpose of this study was to explore student perceptions about how small group work impacts student learning in physical therapist education. A qualitative content analysis approach was employed, with data collection through a semi-structured, in person focus group interview. Analysis of data yielded 3 major themes: 1) educational value impacted by design, 2) personal growth enhanced, and 3) scope of knowledge limited. Participants (n=7) underscored the importance of a deliberate pedagogy in crafting a meaningful educational experience, highlighted how group assignments fostered perspective transformation and adaptability, and simultaneously raised concern about the ability of group assignments to build cognitive domain knowledge. Findings shed light on the importance of considering how and when group work is integrated into physical therapy courses. Educators should be attentive to how group assessments are weighted toward individual grades, as well as how effective group work is in achieving course objectives.