Improving Team Processes and Team Effectiveness in Multidisciplinary Student Teams using Guided Team Reflection: a Quasi-experimental Study

Abstract

In multidisciplinary student teams, team effectiveness is often not optimal, and problems often arise with team processes. Previous studies on monodisciplinary teams indicate that guided reflection interventions may improve team processes and team effectiveness, yet research in multidisciplinary student teams is scarce. Therefore, this study investigates the effect of team reflection interventions on multidisciplinary student team effectiveness and team processes. This study is quasi-experimental. Teams participating in the team reflection intervention were expected to demonstrate higher team effectiveness and more and qualitatively better team processes than teams that did not participate. This expectation was investigated with non-participating structured observations and a questionnaire with a sample of 22 students from a Bachelor’s program at a Dutch university. The findings of this study do not align with the expected results, for several possible reasons. This study shows that students find reflection interventions useful when there are problems in the team. Further longitudinal research is needed to investigate how reflection interventions can be effectively used in multidisciplinary student teams to improve teamwork. This study developed an observation schedule that is applicable for further research on student team processes.