Chawla, Sagar

Collaborative learning is recognized for its positive impact on student performance. Influence of social networking on evolution of student learning is rooted in construct of collaborative learning theory. Studies have alluded to benefits of informal learning (outside class) with little information evidenced in academic performance. Gross anatomy course at Mayo Clinic uses team based learning approach over 7 weeks. Teams are diversified (eg. cultural background, college attended, gender) while normalized (similar total average pre‐admission scores) to give each team equal footing from which to work. Teams are assigned at start of histology block 8 weeks prior and maintained through anatomy block. Based on premise of collaborative learning, we predicted students who spent more time interacting with classmates outside class contributed to collective knowledge of team and positively influenced team performance. Study aimed to determine if interaction of team members with classmates outside of assigned team impacted academic performance. Students voluntarily completed weekly surveys identifying classmates they had studied with after hours. Group size and duration of academic interaction were analyzed. Data were compared with final team performance for practical and written exams. Data were statistically analyzed and measured in terms of where teams ranked in overall class performance. Preliminarily, teams with 2 or more members who studied with non‐team members outside class showed improvement, with more overall members outside the bottom tertile. Students in bottom tertile studying with students in top tertile in a small group (< 5) > 1 hour outside class showed 5% improvement. Students in the top tertile are more likely to study alone or with students in the same tertile. Students who study with those in lowest tertile tend to have a positive effect on their performance. When students are allowed to choose their own networks, they tend to form mixed networks, in addition to formal teams.