Med Teach. 2024 Mar 31:1-2. doi: 10.1080/0142159X.2024.2331050. Online ahead of print.

ABSTRACT

Teams and the promotion of teamwork for both faculty and for students can be key components of integrated curriculum and ‘flipped classroom’ active learning approaches for medical education. The benefits of teams and teamwork are presented to faculty and students, sometimes via indoctrination, but the costs of the team approach, balanced against the purported benefits, are typically not discussed. This unbalanced presentation creates the need for a statement of a contrarian view. I posit that among the problems of teams and teamwork in education are diminishment of individual initiative and individual responsibility, lowering standards to the least common denominator, creating excess obligations with respect toward weaker team members, negative effects on academic freedom, inconsistency with respect to how faculty and students are evaluated, and giving students a somewhat false view of their accountability as a medical professional. Possible ideological considerations and attitudes toward individualism with respect to teams need to be understood as well.

PMID:38555864 | DOI:10.1080/0142159X.2024.2331050