case study on group discussion

A Step-by-Step Guide To Case Discussion

By ashi jain.

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Are you comfortable in Decision Making in a given situation How aptly you analyze the situation with a logical approach How much time do you take in arriving at a decision How good are you in taking the rightful course of action

Solved Example:

Hari, the only working member of the family has been working an organization for 25 years. His job required long standing hours. One day, while working, he lost his leg in an accident. The company paid for his medical reimbursement.

Since he was a hardworking employee; the company offered him another compensatory job. He refused by saying, ‘Once a Lion, always a Lion’. As an HR, what solution would you suggest?

Identification of the Problem:

Obvious: accident, refusal of job, only earning member, his attitude, and inability to do his current job Hidden: the reputation of the company at stake, the course of action might influence other employees

Action Plan:

As an HR, you are first expected to check the company records and find out how a similar case has been dealt with in the past. Second, you need to take cognizance of the track record of the employee highlighted by the keyword ‘hardworking’.

Given the situation at hand, he is deemed unfit for his current role. However, the problem arises because of his attitude towards the compensatory job. Hence, in such a case, counselling is required.

Here, three levels of Counselling is required: 1.   Ist level is with Hari 2.   IInd level of counselling is required with the Union Leader (if any) to keep the collective interest and the reputation of the company in mind 3.   IIIrd level of counselling is required with his family members as they constitute of the afflicted party

If the counselling does not work, one should also identify a contingency plan or Plan B. In this case, the Contingency Plan would be – hire someone from his family for a compensatory role.

Note that the following options are out of scope and should be avoided: 1.   Increase Hari’s salary so that he gives in and agrees to do the compensatory job 2.   Status Quo – do not bother as long as the Company is making a profit 3.   Replace Hari with someone else

1. Pinpoint the key issues to be solved and identify their cause and effects

2. Start broad and try to work through a range of issues methodically

3. Connect the facts and evidence and focus on the big picture

4. Discuss any trade-offs or implications of your proposed solution

5. Relate your conclusion back to the problem statement and make sure you have answered all the questions

1. Do not be anxious if you are not able to understand the situation well or unable to justify the problem. Read again, a little slowly, it will help you understand better.

2. Do not jump to conclusions; try to move systematically and gradually.

3. Do not panic if you are unable to analyze the situation. Listen carefully to others as the discussion starts, it will help you gauge the problem at hand.

All the best! Ace the GDPI season.

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This Is What You Need to Know to Pass Your Group Case Interview

• Last Updated January, 2024

If you’re on this page, chances are you’ve been told you’re scheduled for a group interview. 

After practicing for weeks to get good at cracking a normal case interview, hearing you have a group interview might make you feel like you’ve scaled a huge mountain only to find that there’s an even higher peak beyond it that you need to climb.

Group case interviews present some different challenges than individual cases, but if you know what those challenges are, you can overcome them. 

We’ll tell you how. 

In this article, we’ll cover what a group case interview is, why consulting firms use them, the key to passing your group interview, and tell you the 6 tips on group interviews you need to know.

If this is your first time to MyConsultingOffer.org, you may want to start with this page  on  Case Interview Prep . But if you’re ready to learn everything you need to know to pass a group case, you’re in the right place.

Let’s get started!

What is a Group Case Interview?

The group needs to come to a collective point of view on what the client’s problem is, how to structure their analysis, and what the final recommendation should be. 

The group should also agree on how the analysis of the case will be conducted at a high level, but the actual number-crunching will need to be divided between group members in order to complete the work in the allotted time.

The group’s analysis and recommendation will be presented to one or more interviewers.

Why Do Consulting Firms Use Group Case Interviews?

It can feel difficult to trust your team members when you know that you’re all competing for the same job, but that’s what the group case is about — it tests teamwork skills in a high-stakes environment.

Management consultants are hired to solve big, thorny business problems, ones that require the work of multiple people to solve. 

While there is a hierarchy on consulting teams with a partner leading the work, consulting partners simultaneously manage multiple clients or multiple studies at one large client. 

They won’t work with your team every day and in their absence, the team still needs to be able to work together effectively.

Even if a partner is leading a team’s problem-solving discussion, each consultant has a responsibility to make sure the team’s best thinking is being put forward to help the client. 

Ideas are both expected from each member of the team and valued. 

Even the newest analyst has a contribution to make.

T he analyst may have been the person to analyze the data and therefore be closest to the information that will drive the solution to the problem. 

The flat power-structure of the team makes it critical that each consultant works well with others on teams.

In assessing each member of a group case team, interviewers will ask themselves:

Does each of the recruits listen as well as lead?

Are they open to other peoples’ ideas?

Can they perform independent analysis and interpret what impact their work has on the overall problem the team is trying to solve?

Can they persuade team members of their points of view?

The Key to Passing the Group Case: Make Sure Your Group Is Organized

A group case must be solved by going through the same 4 steps as individual cases :   the opening, structuring the problem, the analysis, and the recommendation. 

Your team should break down the time you have to solve the case into time allotted to each of these steps to ensure you don’t spend too long in one area and not reach a recommendation. 

Make sure the team agrees on a single statement of the client’s problem.

Take the time for everyone to read the materials, take notes, and suggest what they think is the key question(s) that need to be solved in this case.

Write it on a whiteboard or somewhere else to ensure there’s agreement. You can’t solve the problem together if you don’t agree on what the problem is. 

Usually, someone in the group will take the lead on organizing the group.

If no one does, this is your opportunity to demonstrate your leadership and teamwork skills, but if there are people fighting over the leadership position (unlikely since everyone is on their “best behavior”), then contribute and don’t worry that you aren’t “leading” the discussion just yet.

Create a clear,  MECE  structure to analyze the problem.

This is even more important to solving a group case than an individual one because you need to make sure that when the group breaks up so each member can perform part of the analysis, all the issues are covered and there’s not duplicated effort between team members.

After your group structures the problem, split up the analysis that needs to be done between members of the group.

If no one suggests breaking up the analysis, then volunteer the idea. Be sure to explain how each person’s piece fits into the team effort.

Each person should do their analysis independently to ensure there is sufficient time to complete all the required tasks, though the team should regroup briefly if someone has a problem they need help with or comes up with an insight that could influence the work other group members are doing. 

While you do your own analysis, you’ll need to demonstrate you understand the bigger picture by involving your teammates, sharing how your findings impacts their work, and articulating how all the insights lead to an answer to the client’s problem.

After everyone has completed their analysis, the group should come back together so everyone can report their results and the group can collectively come to a recommendation to present to interviewers.

In addition to the normal 4 parts of the case, group cases usually require you to present your recommendation to the interviewer(s).

Be sure to build time into your schedule for creating slides, deciding who presents what, and practicing your delivery. 

Many groups fail because they begin their presentation without deciding who has which role.

In consulting, this is like going into a client meeting without knowing who is presenting which slide to the client and makes your team look unprofessional.

Presentation

Start with your recommendation and then provide the key pieces of analysis and/or reasoning that support it.

Again, the work will need to be divided between team members to ensure you get slides written in the allotted time.

For more information on writing good slide presentations, see  Written Case Interview  page.

6 Tips to Pass Your Group Case Interview

Tip 1: organize your team.

A disorganized team will not be able to complete their analysis and develop a strong recommendation in the time allotted.

See the previous section for the steps the group needs to complete to solve the case.

If someone else does take charge, don’t fight for control.

Show leadership by making points that help to move the team’s problem solving forward, not fighting so that it goes backwards. 

Tip 2: Move the Problem-Solving Forward

With multiple team members trying to contribute and express their point of view, it’s possible to have a lot of discussion without getting closer to a solution to the client’s business problem. You can overcome this by:

• Summing up what the team has agreed on so far,
• Providing insight into how the team’s discussion impacts the problem you’re tasked with solving, and/or
• Steering the team to discuss the next steps.

If it feels like the team is rehashing the same topics, use these options to move the problem solving forward.

Tip 3: Make Fact-Based Decisions

It’s okay to disagree with team members but always disagree like a consultant. Challenge teammates’ ideas with data, not opinions.

If there is analysis that needs to be done to determine which point of view is correct, table the discussion until the analysis has been completed.

Tip 4: Don't Steamroll Teammates

As mentioned earlier, consulting teams value the ideas and input of every team member.

Because of this, cutting off, interrupting or talking over other team members is more likely to get you turned down for a consulting job than hired.

The quality of your contribution to group discussions is more important than the quantity (or air time) you consume.

Demonstrate your collaboration and interpersonal skills.

Tip 5: Remain Confident When the Team Presents

Keep your poker face on even if your teammates don’t make every point the way you would have made it. 

Like steamrolling teammates in discussions, frowning or shaking your head as they present will make it look like you’re not a team player.

Tip 6: Remember, Everyone Can Get Offers

 In many jobs, there is only one position open.

At consulting firms, a class of new analysts and associates is hired each year.

There aren’t quotas regarding hiring only one person from a group interview team, so working cooperatively to solve the problem is a better strategy than undermining other members of your group to appear smarter than they are.

We’ve seen group interviews where no one gets a job offer and that can be because teammates undermine each other.

Don’t Over-Invest in Prepping for a Group Case Study Interview

Like the  written case interview , group cases come up infrequently. 

The 2 most common types of case interviews are individual interviews: the candidate-led interview or the interviewer-led interview.

In the candidate-led interview , the recruit is responsible for moving the problem solving forward. After they ensure they understand the problem and structure how they’d approach solving it, they pick one piece of the problem to start drilling down on first. Candidate-led cases are commonly used by Bain and BCG.

In the interviewer-led interview , the interviewer will suggest the first part of the case a recruit should probe after they have presented their opening and structured the problem. Interviewer-led interviews are commonly used by  McKinsey .

Because individual cases are much more common than group cases, don’t spend time preparing for a group case unless you’re sure you’ll have one. 

If you’re invited to take part in a group case interview, your preparation on individual cases will ensure you have a good approach cracking the case.

At this point, we hope you feel confident you can pass your group case interview. 

In this article, we’ve covered what a group case interview is, why consulting firms use them, the key to passing your group interview, and the 6 tips on group interviews you need to know.

Still have questions?

If you have more questions about group interviews, leave them in the comments below. One of My Consulting Offer’s case coaches will answer them.

People prepping for a group case interview have also found the following other pages helpful:

• Case Interview Math ,
• Written Case Interview , and 
• Bain One Way Interview . 

Help with Case Study Interview Preparation

Thanks for turning to My Consulting Offer for advice on case study interview prep. My Consulting Offer has helped almost 85% of the people we’ve worked with get a job in management consulting. We want you to be successful in your consulting interviews too.

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3 Top Strategies to Master the Case Interview in Under a Week

We are sharing our powerful strategies to pass the case interview even if you have no business background, zero casing experience, or only have a week to prepare.

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Hacking the Case Interview

Consulting group case interviews are given to candidates to assess teamwork in addition to communication skills, quantitative skills, and business acumen. They are used by consulting firms such as Bain, Deloitte, PwC , and EY-Parthenon .

Have an upcoming consulting group case interview? We have you covered. In this article, we'll go through in detail:

• What is a consulting group case interview?
• Different formats of consulting group case interviews
• Why are consulting group case interviews used?
• What do consulting group case interviews assess?
• How to solve consulting group case interviews
• How to stand out in consulting group case interviews
• Consulting group case interview tips

If you’re looking for a step-by-step shortcut to learn case interviews quickly, enroll in our case interview course . These insider strategies from a former Bain interviewer helped 30,000+ land consulting offers while saving hundreds of hours of prep time.

What is a Consulting Group Case Interview?

Consulting group case interviews are a special variant of the traditional case interview. Before preparing for group case interviews, you should first become familiar with how to solve a traditional case interview .

Like a case interview, you’ll still be placed in a hypothetical business situation and asked to develop a recommendation or answer to a business problem. However, for consulting group case interviews, you’ll be put in a group of 3 to 6 people with other candidates that are also interviewing for the same consulting job.

The group will be given materials which contain the case background, objective, and other information needed to solve the case. You’ll initially have some time to read the information independently, but will spend most of the time discussing the case and working together as a group.

During these discussions, the interviewer will be observing and taking notes on each candidate.

For some group case interviews, you will also create a group presentation. As a group, you’ll present your recommendation to the interviewer who will ask follow-up questions on the work and findings.

Consulting group case interviews are much less commonly used than traditional case interviews, but they are as equally as important. They are typically given in second or final round interviews .

For firms and offices that use group case interviews, you will not receive a consulting job offer unless you can pass them.

Different Formats of Consulting Group Case Interviews

There are two different formats of consulting group case interviews:  

Discussion only group case interviews

Presentation group case interviews.

A discussion only group case interview has the following structure:

This format of group case interview has no presentation component. The group will be given materials with the case background information and objective.

You’ll have some time to read the information independently, but then the interviewer will bring the group together and ask the group to discuss different questions related to solving the case.

The interviewer will be heavily involved in the discussion by asking questions for the group to answer and steering the direction of the discussion.

The discussion only group case interview is focused on assessing the answers that candidates contribute to the group and how well candidates communicate with each other.

A presentation group case interview has the following structure:

The group will be given materials that not only contain the case background and objective, but contain other information needed to solve the case. There is typically more material given in this format because you will be given more time to prepare and discuss.

The group will be given about an hour to discuss the case and create a group presentation. During this time, the interviewer will be listening in on the conversations that the group will have, but they will not interfere or answer any questions.

It is up to the group how they want to allocate their time, what topics they want to discuss, and how they want to handle creating and giving the group presentation.

Once time is up, the group will present their work and findings to the interviewer, who will ask follow-up questions.

The presentation group case interview is focused on assessing how well each candidate contributes to the group, how well candidates work with each other, and the quality of the final presentation.

Why are Consulting Group Case Interviews Used?

Consulting group case interviews are used because they are another way for consulting firms to predict which candidates would make the best consultants.

Group case interviews simulate the consulting job by placing you in a hypothetical business situation. You will need to work as a team to analyze and discuss information and then give a presentation on your recommendation. This is what consultants do every day .

These types of case interviews are used in addition to traditional case interviews because they assess a set of skills that traditional case interviews cannot assess.

Group case interviews focus on teamwork and collaboration. By putting candidates into groups, interviewers can assess how candidates work with other people and how open candidates are to other people’s ideas.

They can see how effectively candidates communicate and persuade teammates and how candidates can balance listening and leading.

What do Consulting Group Case Interviews Assess?

There are four major qualities that group case interviews assess.

Logical, structured thinking : Consultants need to be organized and methodical to work efficiently.

• Can you structure complex problems in a clear, simple way?
• Can you use logic and reason to make appropriate conclusions?

Interpersonal skills : Relationships are important in consulting. You’ll be working with teammates and clients every day, so fostering strong relationships is imperative.

• Are you easy to work with?
• Can you handle conflict or disagreement with teammates?

Teamwork skills : Consultants work closely in small teams. To be successful, consultants need to know how to work effectively in groups.

• Can you make meaningful contributions while working in a group?
• Do you bring out the best ideas and qualities in other people?

Presentation skills : Consultants need strong communication skills to present their work in a clear, concise, and persuasive way.

• Can you communicate in a clear and concise way?
• Are you articulate and persuasive in what you are saying?

How to Solve Consulting Group Case Interviews

Solving consulting group case interviews follows the same steps as solving traditional case interviews. There are four main steps:

• Understand the problem
• Create a framework
• Answer quantitative and qualitative questions
• Develop a recommendation

1. Understand the problem

The first step to solving a consulting group case interview is to fully understand the problem or objective. What is the overall business question that the group is trying to answer?

Answering or solving the wrong business problem is the quickest way to fail a group case interview.

2. Create a framework

Next, as a group, you’ll want to create some kind of framework to help you solve the case. A framework is a tool that helps you structure and break down complex problems into simpler, smaller components.

For group case interviews, your framework will help guide the group discussion. The framework collects and organizes all of the topics that the group needs to discuss and all of the questions the group needs to answer.

3. Discuss and answer quantitative and qualitative questions

Once your group has aligned on a framework to use, you can move onto the discussion. During the discussion, you will answer many of the questions that were raised in the framework that was created.

Some of these questions will be qualitative, requiring only business knowledge and judgment to answer. Other questions may be more quantitative, requiring some calculations or estimations from the case information provided.

It is up to the group what order they want to answer and discuss the questions. It is also up to the group whether they want to tackle these questions as an entire group or if they want to split up into smaller groups.

Discussion will continue until the group has reached an answer or conclusion that is accepted by everyone.

4. Develop a recommendation

Once you have finished discussing and answering all of the important questions, you will need to align on an overall recommendation.

To do this, review all of the answers and conclusions that the group has drawn. Identify which recommendation they collectively support.

If the group case interview has a presentation component, you will also need to decide how to split up the presentation across the different members of the group.

How to Stand Out in Consulting Group Case Interviews

The best way to stand out and distinguish yourself in a group case interview is to focus on adding as much value as you can to the group.

There are six different ways you can add value to the group.

Lead or facilitate the discussion

If the interviewer is not leading the discussion and just observing the group, one way to add value is to lead or facilitate the discussion.

You can propose what topics to discuss, the order they should be discussed in, and how much time should be allocated to each topic. When the group gets off track or goes on a tangent, you can bring the group’s focus back together.

Leading or facilitating the discussion establishes you as a group leader, which will leave a positive impression on the interviewer. However, because this role has so much responsibility and visibility, many people will try to take on this role.

Therefore, a group may have multiple leaders or facilitators. When trying to lead the group, make sure you remain respectful and do not interrupt other people when they are speaking.

Expand upon other people’s ideas

Another way to add value is to expand upon other people’s ideas. If a group member suggests a great idea or raises a good point, you can build upon it.

Wait until the group member has finished speaking and then jump in and compliment that person’s idea. Add more details or give more examples to make the idea more concrete.

Synthesize information

Another easy way to add value to the group is to synthesize information that other people have said. A synthesis is simply a reconciliation of different viewpoints and ideas together. This requires minimal effort, but adds tremendous value to the group.

What is the best way to synthesize information?

First, concisely summarize the major ideas that group members have made. Then, state what you like about each idea. Finally, propose an idea that consolidates the best points of each idea.

Synthesizing information does not require much thinking because you are simply repurposing the ideas of other people. This makes it an easy way to contribute to the group.

Keep track of time

Time goes by very quickly in a consulting group case interview. Therefore, a simple way to add value is to be a time keeper and make sure that the team is on track.

In the beginning of the discussion, you can propose a schedule or plan to make the most of the limited time that the group has. You can then volunteer to keep track of the time so that the group can finish discussing and deciding on everything that it needs to.

Play devil’s advocate

Another way to add value to the group is by playing devil’s advocate. You can help the team develop strong points and ideas by testing the team’s thinking and considering potential risks or downsides.

When the team has decided on an idea, bring up potential risks or downsides that the team should consider. This helps the team develop a more fully thought out answer or recommendation.

Be careful when playing devil’s advocate. You do not want to be attacking ideas or bringing them down. Instead, you want to be offering constructive feedback to test the idea and make it stronger.

The final way to add value to the group is to take notes for the team. By taking notes and keeping track of what other people are saying, you’ll be able to recall what has been discussed if any group members have questions.

This way of adding value to the group is not as recommended as the other strategies to add value.

Taking notes deprives you of opportunities to speak. Therefore, it is better to focus on understanding what other people are saying to identify opportunities to speak up rather than to focus on taking the best notes.

Consulting Group Case Interview Tips

Below are the seven biggest group case interview tips. Follow these tips to give yourself an edge over other candidates.

1. Treat your group members as teammates, not competition

While you may feel like you are competing against members of your group for a job offer, this is not the case. Multiple people or even all people in your group can receive job offers.

Rather than treating your group members like competition and trying to make yourself look better than them, treat your group members as teammates. You should think about the group case interview as your team versus the case, not you versus your teammates.

If you work well as a group and deliver an outstanding discussion or presentation, that increases the likelihood that members of the group will receive offers. If the group spends all of their time attacking each other’s comments and fighting for speaking time, the group will likely deliver a poor discussion or presentation, which makes everyone in the group look bad.

The key is to focus on delivering an outstanding result and not to focus on competing with other teammates.

2. Don’t speak too much and don’t speak too little

How much should you speak in a group case interview?

The problem with speaking too little during a group case interview is that you won’t have many opportunities to demonstrate your interpersonal, teamwork, and presentation skills. Interviewers may also think that you are shy and afraid of speaking in a group, qualities that are not ideal for a consultant.

The problem with speaking too much during a group case interview is that you may be seen as too aggressive and controlling. Speaking too much reflects poorly on you because you are taking away opportunities from other teammates to speak and contribute. You may come off as rude and disruptive if you interrupt people and talk over them.

If you were to rank order all of the members in your group by how much each person spoke, you would want to fall right in the middle. That is the perfect balance of speaking and listening.

3. Speak only if you are adding value to the group

Just because you speak a lot during a group case interview does not mean that you are doing well. The quality of what you are saying is much more important than the quantity.

If you are speaking a lot, but not adding that much value to the group, you will be seen as a poor teammate. A great teammate knows when to speak and when to listen.

Therefore, you should only speak if you are adding value to the group. Do not speak just to reach your participation quota.

4. Don’t interrupt or talk over people

The most common way to fail a group case interview is to come off as a jerk. Consultants work closely in small teams and no one wants to work with someone that is a jerk.

How do you avoid this?

First, don’t interrupt or talk over people. If someone is speaking, allow them to finish what they are saying before jumping in with your own thoughts. Second, don’t attack other people’s ideas. You may bring up your concerns and disagreements, but you should never blatantly tell someone that their idea is bad.

As long as you are a nice and respectful teammate, you will be miles ahead of anyone that is overly aggressive, pushy, or rude.

5. Involve other people

An easy way to demonstrate that you are a great teammate is to involve other people.

If you notice that someone has not spoken in a long time, ask them what their thoughts are on the discussion. If you notice that someone was cut off when speaking, ask them to finish their thoughts after the person interrupting them finishes what they are saying.

All of these actions require minimal effort, but add tremendous value to the group while making you look like a great teammate.

6. Don’t spend too much time reading independently

In the beginning of the group case interview, your group will be given materials on the case background, objective, and other information needed to solve the case. Your group members will likely spend the beginning of the group case interview reading the materials by themselves.

Do not spend too much time reading the material independently.

The purpose of the group case interview is to have discussions and work together as a group. The more time your group spends reading the material independently, the less time the group has to demonstrate interpersonal and teamwork skills.

7. You don’t need to have your idea or recommendation chosen

Remember that multiple or even all people in your group can receive job offers. Therefore, you do not need to have your own ideas or recommendations chosen in order to receive an offer.

Fighting or pushing too hard for your own ideas and recommendations may actually harm you. It may suggest that you are not open to other people’s ideas and not willing to support your teammates.

Learn Case Interviews 10x Faster

Here are the resources we recommend to learn the most robust, effective case interview strategies in the least time-consuming way:

• Comprehensive Case Interview Course (our #1 recommendation): The only resource you need. Whether you have no business background, rusty math skills, or are short on time, this step-by-step course will transform you into a top 1% caser that lands multiple consulting offers.
• Hacking the Case Interview Book   (available on Amazon): Perfect for beginners that are short on time. Transform yourself from a stressed-out case interview newbie to a confident intermediate in under a week. Some readers finish this book in a day and can already tackle tough cases.
• The Ultimate Case Interview Workbook (available on Amazon): Perfect for intermediates struggling with frameworks, case math, or generating business insights. No need to find a case partner – these drills, practice problems, and full-length cases can all be done by yourself.
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Group case interviews: what to expect and how to prepare

It's no secret that leading consulting firms use case interviews to evaluate candidates before extending offers. But over the last several years, group case interviews have become more common at top firms like McKinsey, Deloitte, and EY.

Group case interviews demand the same analytical and communication skills as normal case interviews , but they take things a step further. They also evaluate a candidate's ability to work well with others in a high-pressure team environment.

In this guide, we'll examine group case interviews, their different formats, and key tips you can use to maximise your chances of getting a job offer. Here's an overview:

• What is a group case interview?
• Group case interview process
• Group case interview preparation
• Group case interview tips
• Group case interview examples

Click here to practise 1-on-1 with MBB ex-interviewers

1. what is a group case interview ↑.

A group case interview is a case interview performed by a team of 3-6 candidates. The cases themselves are similar to what you'd find in a normal case interview, but the added challenge is solving it collaboratively as a team.

Group case interviews are usually not used in the first round and typically come up in the second or final round of interviews. For example, PWC uses group case interviews  for their Super Day (e.g. Assessment Centre), which is usually held during the second round of interviews.

To fully understand group case interviews, it's critical to first understand normal case interviews. If you'd like to learn more about the fundamentals of case interviews, check out our ultimate guide to case interviews . 

Like in normal case interviews, the quality of your analysis and communication will be important in group case interviews. But, you will also be evaluated on additional collaboration and interpersonal skills.

You should approach a group case interview like you're solving a real business problem with your team. Don't focus on the fact that you are competing with the other candidates. Instead, concentrate on working together to come up with the best solution possible. 

The consulting firm may actually award multiple offers to members of your group,  so your first priority should be developing a great solution.

As a general rule, if something would be helpful and positive in a real work environment, it will probably reflect well on you during a group case interview. Similarly, if something would be rude or unhelpful in the real world, don't do it during your interview.

Let's now look at the process you can expect when facing a group case interview.

2. Group case interview process ↑

A. types of group case interviews.

First, it's important to know that there are different types of group case interviews. Each firm, and even different internal groups or geographies, may approach group interviews differently. But in our experience, there are two primary formats:

• Interview format
• Presentation format

The interview format uses a similar style of questions as normal case interviews. But with these, you would be working through the process with a group of 2-5 other candidates.

Presentation format requires you to analyse provided materials, in order to prepare a presentation with your group. After preparing, your team will present to a panel of interviewers, who will typically ask follow-up questions for a few minutes.

To further clarify the process, let's look at each of these two formats in more detail. Before you read the snapshot of each format below, it's worth noting that the details can vary,  so check with your recruiter ahead of time if you're already in the application process.

B. Interview format

Here's a snapshot of what you can typically expect with the interview-format, group case interview:

• Candidates get divided into groups of 3 to 6
• Each group is given information about a case (i.e. a client facing a problem)
• You are given 10 minutes to review the materials by yourself or with another person in your group
• You are then asked to discuss a few questions with your group, for about 20 minutes in front of your interviewers
• Finally, the interviewers will ask a few questions to the group for 15 to 20 minutes

Okay, now let's take a look at the presentation format, which has some similarities and also important differences.

C. Presentation format

Here's what you can typically expect with a presentation-format, group case interview:

• You are given 1 hour to review, and prepare a group presentation
• An interviewer will watch during your prep time, but they won't intervene
• Your group delivers a 15-minute presentation to a panel of interviewers
• After you present, the interviewers will ask questions for 15-20 minutes

After reviewing the details on each format above, you should have a pretty good idea of what to expect in your upcoming group case interview. As an additional note, for any type of case interview where you need to analyse written case materials, you may benefit from the tips outlined in our written case interview guide . Now let's turn our attention to preparation. 

3. Group case interview preparation ↑

There are a few things you should do to prepare for your group case interview, that can make a huge difference in your performance.

Some of these steps apply to both group case interviews and normal case interviews , while others are specific to group case interviews.

Use the steps below, to help you maximise your chances of success:

A. Become really confident at maths.

Similar to normal case interviews, being able to perform maths calculations quickly and accurately, can mean the difference between an offer and no offer.

Check out our free guide for case interview maths if you'd like to learn more.

B. Develop a consistent method for cracking cases.

If you can't solve a case on your own, you probably won't know where to start in a group case interview. So it's important that you have this foundation.

C. Practice cases out loud.

For a group case interview, the ideal preparation would be to do mock interviews with a group of 3-5 other people. This might be possible if you are in a consulting club, professional organisation, or if you have a great network.

However, if this isn't realistic for you, you can still practice by yourself. Just ask and answer case questions out loud. This may feel odd at first, but it will help you hone your thinking and communication.

D. Learn from every mistake you make

During practice for both group case interviews and normal case interviews, you'll want to go for quality over quantity.

For example, successful candidates find it more valuable to do 20 cases thoughtfully than to rush through 40 cases. A great way to do this is by keeping a notebook, where you write down mistakes and improvement opportunities after each case. Then you can check your progress by re-doing old cases later. This will help you make sure you’re headed in the right direction.

E. Learn how you come across to others

A central focus of group case interviews is to evaluate interpersonal skills. You'll want to put your best foot forward and come across as someone the interviewers would like to work with.

It's very difficult to objectively evaluate your own tone and communication style. As a result, it can be really helpful to ask friends and colleagues for feedback.

Ask them to be honest, and you may be surprised what you learn. Now is the time to identify if you have any tendencies that sound abrasive, dismissive, etc. You'll want to be aware of these, so you can work on them before your interview.

F. Practice the art of debate

I would consider this an optional preparation step, but it could give you a leg-up on your competition. 

An important skill for a group case interview is the ability to persuade others with grace and supporting evidence. Great consultants are skilled at communicating with tact and can disagree with a client in a way that creates a positive impression.

A good way to practice this type of communication is through academic style debate. Perhaps you can get involved with a local debate club, or participate in a Toastmasters event. Or, simply initiate a discussion with a friend.

4. Group case interview tips ↑

Now that we've reviewed preparation steps, let's turn our focus to the day of the interview. Here are 8 tips to follow during your group case interview, that can really set you apart from other candidates.

Tip #1: Speak with a purpose

A lot of candidates will want to speak their mind as they know participating is important. But, participation alone is not enough.

The QUALITY of your input is crucial. Sometimes, it's better to let two or three people speak first, and then make a very thoughtful point based on how they started the discussion.

Focus more on the quality of your input, and less on the quantity.

Tip #2: Involve everyone

Keep an eye on who's participating in the conversation and who's not.

If you identify a member of the group who's struggling to make themselves heard, you should not hesitate to help them by saying something like: "We haven't heard everyone's opinion on this yet. John, Rebecca what do you think?".

This is a sign of leadership, and will also help you develop a more thoughtful and balanced solution.

Tip #3: Summarise

Plan to summarise key points. This can be done during team discussion, when answering case questions, or when delivering a presentation.

Summarising will position you as the person bringing everyone together. It will also contribute to better alignment within the group and clearer communication with interviewers.

This is a skill used by partners in real-world conversations with clients. You should aim to do this at least once or twice during your interview. 

Tip #4: Anticipate questions

This is most helpful for interviews that include a group presentation. However, it could also help you prepare for follow-ups to a normal case question.

While preparing your analysis, you may notice some weaknesses. It's good to carve out a couple of minutes, to think through potential challenges from the interviewers.

It can also be helpful to ask yourself questions, like "if I was hearing this for the first time, what would I ask about?". The interviewers won't always ask the questions you most expect, but if they do, you'll be prepared with a thoughtful response.

Tip #5: Don't be easy to read

A group interview is a good time to use your poker face.

Everyone is stressed, but you need to come across as confident. A good way to do this is to focus on basic body language: look at people in the eye, sit confidently, don't cross your arms, etc.

Tip #6: Don't Interrupt others

Consultants need to be client-friendly, and interrupting someone in a discussion is not client-friendly at all.

You should listen carefully to what others are saying. Try to have a genuine interest in what they think. Before making your point, summarise their point to show that you understand what they mean.

Tip #7: Don't spend too much time reading

It's important to understand the case materials, but if you're not careful it could consume your full preparation time. 

A great way to prepare efficiently is to first scan through the provided materials and form one or two initial hypotheses. Then you can search for specific data points that confirm or disprove it before you finalise your approach.

Tip #8: Don't dominate speaking time

Some candidates are so eager to participate that they end up completely dominating the rest of the group without realising it. Don't be that person!

A practical way of avoiding this is to keep an eye on how much time you talk. If you are in a 5-person group you should aim to speak 20% (1/5th) of the time and really no more than 25%. 

Interviewers pay close attention to this, so be intentional about balancing your speaking time. Not too much, not too little.

5. Group case interview examples ↑

At the end of the day, a business case is a business case. 

You may solve the case independently or with a team. The content will vary, and the amount of data provided can differ, but the basic premise remains the same. 

As a result, you can prepare for a group case interview, by practicing with cases from normal case interviews. 

When searching for sample cases, it can be really difficult to know where to start. Especially when the quality of cases is unclear. That's why we put together this list of the best free practice cases available . 

It contains links to cases provided directly by leading consulting firms like McKinsey, BCG, Bain, and more. It also contains case books from consulting clubs at leading target schools, like Harvard, London Business School, and MIT. This list is a great place to go for example cases.

6. Mock interviews

The best way to improve at case interviews is to practise interviewing out loud, and you can do that in three main ways:

• Interview yourself (out loud)
• Practise interviewing with friends or family
• Practise interviewing with ex-interviewers

Practising by yourself is a great way to get started, and can help you get more comfortable with the flow of a case interview. However, this type of practice won’t prepare you for realistic interview conditions. 

After getting some practice on your own, you should find someone who can do a mock interview with you, like a friend or family member.

We’d also recommend that you practise 1-1 with ex-interviewers from top consulting firms . This is the best way to replicate the conditions of a real case interview, and to get feedback from someone who understands the process extremely well.

Click here to book your mock case interview.

Related articles:

The Discussion Group Experience

Leadership Insights Blog

Overview dropdown up, overview dropdown down, benefits expand all collapse all, gain a better understanding of the case materials gain a better understanding of the case materials dropdown down, practice teaching and learning from others practice teaching and learning from others dropdown down, "test-market" ideas and opinions before class "test-market" ideas and opinions before class dropdown down, get to know a handful of people more deeply get to know a handful of people more deeply dropdown down, benefits dropdown up, benefits dropdown down, gain a better understanding of the case materials, practice teaching and learning from others, "test-market" ideas and opinions before class, get to know a handful of people more deeply, best practices expand all collapse all, designate one discussion leader designate one discussion leader dropdown down, ensure 100 percent attendance ensure 100 percent attendance dropdown down, expect 100 percent participation expect 100 percent participation dropdown down, encourage challenging viewpoints encourage challenging viewpoints dropdown down, stay focused and use time wisely stay focused and use time wisely dropdown down, accept responsibility to learn and teach accept responsibility to learn and teach dropdown down, best practices dropdown up, best practices dropdown down, designate one discussion leader, ensure 100 percent attendance, expect 100 percent participation, encourage challenging viewpoints, stay focused and use time wisely, accept responsibility to learn and teach, what can i expect on the first day dropdown down.

Most programs begin with registration, followed by an opening session and a dinner. If your travel plans necessitate late arrival, please be sure to notify us so that alternate registration arrangements can be made for you. Please note the following about registration:

HBS campus programs – Registration takes place in the Chao Center.

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What happens in class if nobody talks? Dropdown down

Professors are here to push everyone to learn, but not to embarrass anyone. If the class is quiet, they'll often ask a participant with experience in the industry in which the case is set to speak first. This is done well in advance so that person can come to class prepared to share. Trust the process. The more open you are, the more willing you’ll be to engage, and the more alive the classroom will become.

Does everyone take part in "role-playing"? Dropdown down

Professors often encourage participants to take opposing sides and then debate the issues, often taking the perspective of the case protagonists or key decision makers in the case.

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What Is a Case Study?

Weighing the pros and cons of this method of research

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Cara Lustik is a fact-checker and copywriter.

Verywell / Colleen Tighe

• Pros and Cons

What Types of Case Studies Are Out There?

Where do you find data for a case study, how do i write a psychology case study.

A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in many different fields, including psychology, medicine, education, anthropology, political science, and social work.

The point of a case study is to learn as much as possible about an individual or group so that the information can be generalized to many others. Unfortunately, case studies tend to be highly subjective, and it is sometimes difficult to generalize results to a larger population.

While case studies focus on a single individual or group, they follow a format similar to other types of psychology writing. If you are writing a case study, we got you—here are some rules of APA format to reference.  

At a Glance

A case study, or an in-depth study of a person, group, or event, can be a useful research tool when used wisely. In many cases, case studies are best used in situations where it would be difficult or impossible for you to conduct an experiment. They are helpful for looking at unique situations and allow researchers to gather a lot of˜ information about a specific individual or group of people. However, it's important to be cautious of any bias we draw from them as they are highly subjective.

What Are the Benefits and Limitations of Case Studies?

A case study can have its strengths and weaknesses. Researchers must consider these pros and cons before deciding if this type of study is appropriate for their needs.

One of the greatest advantages of a case study is that it allows researchers to investigate things that are often difficult or impossible to replicate in a lab. Some other benefits of a case study:

• Allows researchers to capture information on the 'how,' 'what,' and 'why,' of something that's implemented
• Gives researchers the chance to collect information on why one strategy might be chosen over another
• Permits researchers to develop hypotheses that can be explored in experimental research

On the other hand, a case study can have some drawbacks:

• It cannot necessarily be generalized to the larger population
• Cannot demonstrate cause and effect
• It may not be scientifically rigorous
• It can lead to bias

Researchers may choose to perform a case study if they want to explore a unique or recently discovered phenomenon. Through their insights, researchers develop additional ideas and study questions that might be explored in future studies.

It's important to remember that the insights from case studies cannot be used to determine cause-and-effect relationships between variables. However, case studies may be used to develop hypotheses that can then be addressed in experimental research.

Case Study Examples

There have been a number of notable case studies in the history of psychology. Much of  Freud's work and theories were developed through individual case studies. Some great examples of case studies in psychology include:

• Anna O : Anna O. was a pseudonym of a woman named Bertha Pappenheim, a patient of a physician named Josef Breuer. While she was never a patient of Freud's, Freud and Breuer discussed her case extensively. The woman was experiencing symptoms of a condition that was then known as hysteria and found that talking about her problems helped relieve her symptoms. Her case played an important part in the development of talk therapy as an approach to mental health treatment.
• Phineas Gage : Phineas Gage was a railroad employee who experienced a terrible accident in which an explosion sent a metal rod through his skull, damaging important portions of his brain. Gage recovered from his accident but was left with serious changes in both personality and behavior.
• Genie : Genie was a young girl subjected to horrific abuse and isolation. The case study of Genie allowed researchers to study whether language learning was possible, even after missing critical periods for language development. Her case also served as an example of how scientific research may interfere with treatment and lead to further abuse of vulnerable individuals.

Such cases demonstrate how case research can be used to study things that researchers could not replicate in experimental settings. In Genie's case, her horrific abuse denied her the opportunity to learn a language at critical points in her development.

This is clearly not something researchers could ethically replicate, but conducting a case study on Genie allowed researchers to study phenomena that are otherwise impossible to reproduce.

There are a few different types of case studies that psychologists and other researchers might use:

• Collective case studies : These involve studying a group of individuals. Researchers might study a group of people in a certain setting or look at an entire community. For example, psychologists might explore how access to resources in a community has affected the collective mental well-being of those who live there.
• Descriptive case studies : These involve starting with a descriptive theory. The subjects are then observed, and the information gathered is compared to the pre-existing theory.
• Explanatory case studies : These   are often used to do causal investigations. In other words, researchers are interested in looking at factors that may have caused certain things to occur.
• Exploratory case studies : These are sometimes used as a prelude to further, more in-depth research. This allows researchers to gather more information before developing their research questions and hypotheses .
• Instrumental case studies : These occur when the individual or group allows researchers to understand more than what is initially obvious to observers.
• Intrinsic case studies : This type of case study is when the researcher has a personal interest in the case. Jean Piaget's observations of his own children are good examples of how an intrinsic case study can contribute to the development of a psychological theory.

The three main case study types often used are intrinsic, instrumental, and collective. Intrinsic case studies are useful for learning about unique cases. Instrumental case studies help look at an individual to learn more about a broader issue. A collective case study can be useful for looking at several cases simultaneously.

The type of case study that psychology researchers use depends on the unique characteristics of the situation and the case itself.

There are a number of different sources and methods that researchers can use to gather information about an individual or group. Six major sources that have been identified by researchers are:

• Archival records : Census records, survey records, and name lists are examples of archival records.
• Direct observation : This strategy involves observing the subject, often in a natural setting . While an individual observer is sometimes used, it is more common to utilize a group of observers.
• Documents : Letters, newspaper articles, administrative records, etc., are the types of documents often used as sources.
• Interviews : Interviews are one of the most important methods for gathering information in case studies. An interview can involve structured survey questions or more open-ended questions.
• Participant observation : When the researcher serves as a participant in events and observes the actions and outcomes, it is called participant observation.
• Physical artifacts : Tools, objects, instruments, and other artifacts are often observed during a direct observation of the subject.

If you have been directed to write a case study for a psychology course, be sure to check with your instructor for any specific guidelines you need to follow. If you are writing your case study for a professional publication, check with the publisher for their specific guidelines for submitting a case study.

Here is a general outline of what should be included in a case study.

Section 1: A Case History

This section will have the following structure and content:

Background information : The first section of your paper will present your client's background. Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, life difficulties, goals, and coping skills and weaknesses.

Description of the presenting problem : In the next section of your case study, you will describe the problem or symptoms that the client presented with.

Describe any physical, emotional, or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted. Any screening or diagnostic assessments that are used should also be described in detail and all scores reported.

Your diagnosis : Provide your diagnosis and give the appropriate Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, how the client's symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties in reaching a diagnosis.

Section 2: Treatment Plan

This portion of the paper will address the chosen treatment for the condition. This might also include the theoretical basis for the chosen treatment or any other evidence that might exist to support why this approach was chosen.

• Cognitive behavioral approach : Explain how a cognitive behavioral therapist would approach treatment. Offer background information on cognitive behavioral therapy and describe the treatment sessions, client response, and outcome of this type of treatment. Make note of any difficulties or successes encountered by your client during treatment.
• Humanistic approach : Describe a humanistic approach that could be used to treat your client, such as client-centered therapy . Provide information on the type of treatment you chose, the client's reaction to the treatment, and the end result of this approach. Explain why the treatment was successful or unsuccessful.
• Psychoanalytic approach : Describe how a psychoanalytic therapist would view the client's problem. Provide some background on the psychoanalytic approach and cite relevant references. Explain how psychoanalytic therapy would be used to treat the client, how the client would respond to therapy, and the effectiveness of this treatment approach.
• Pharmacological approach : If treatment primarily involves the use of medications, explain which medications were used and why. Provide background on the effectiveness of these medications and how monotherapy may compare with an approach that combines medications with therapy or other treatments.

This section of a case study should also include information about the treatment goals, process, and outcomes.

When you are writing a case study, you should also include a section where you discuss the case study itself, including the strengths and limitiations of the study. You should note how the findings of your case study might support previous research. 

In your discussion section, you should also describe some of the implications of your case study. What ideas or findings might require further exploration? How might researchers go about exploring some of these questions in additional studies?

Need More Tips?

Here are a few additional pointers to keep in mind when formatting your case study:

• Never refer to the subject of your case study as "the client." Instead, use their name or a pseudonym.
• Read examples of case studies to gain an idea about the style and format.
• Remember to use APA format when citing references .

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach .  BMC Med Res Methodol . 2011;11:100.

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach . BMC Med Res Methodol . 2011 Jun 27;11:100. doi:10.1186/1471-2288-11-100

Gagnon, Yves-Chantal.  The Case Study as Research Method: A Practical Handbook . Canada, Chicago Review Press Incorporated DBA Independent Pub Group, 2010.

Yin, Robert K. Case Study Research and Applications: Design and Methods . United States, SAGE Publications, 2017.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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• Section 4. Techniques for Leading Group Discussions

Chapter 16 Sections

• Section 1. Conducting Effective Meetings
• Section 2. Developing Facilitation Skills
• Section 3. Capturing What People Say: Tips for Recording a Meeting

• Main Section

A local coalition forms a task force to address the rising HIV rate among teens in the community.  A group of parents meets to wrestle with their feeling that their school district is shortchanging its students.  A college class in human services approaches the topic of dealing with reluctant participants.  Members of an environmental group attend a workshop on the effects of global warming.  A politician convenes a “town hall meeting” of constituents to brainstorm ideas for the economic development of the region.  A community health educator facilitates a smoking cessation support group.

All of these might be examples of group discussions, although they have different purposes, take place in different locations, and probably run in different ways.  Group discussions are common in a democratic society, and, as a community builder, it’s more than likely that you have been and will continue to be involved in many of them.  You also may be in a position to lead one, and that’s what this section is about.  In this last section of a chapter on group facilitation, we’ll examine what it takes to lead a discussion group well, and how you can go about doing it.

What is an effective group discussion?

The literal definition of a group discussion is obvious: a critical conversation about a particular topic, or perhaps a range of topics, conducted in a group of a size that allows participation by all members.  A group of two or three generally doesn’t need a leader to have a good discussion, but once the number reaches five or six, a leader or facilitator can often be helpful.  When the group numbers eight or more, a leader or facilitator, whether formal or informal, is almost always helpful in ensuring an effective discussion.

A group discussion is a type of meeting, but it differs from the formal meetings in a number of ways: It may not have a specific goal – many group discussions are just that: a group kicking around ideas on a particular topic.  That may lead to a goal ultimately...but it may not. It’s less formal, and may have no time constraints, or structured order, or agenda. Its leadership is usually less directive than that of a meeting. It emphasizes process (the consideration of ideas) over product (specific tasks to be accomplished within the confines of the meeting itself. Leading a discussion group is not the same as running a meeting.  It’s much closer to acting as a facilitator, but not exactly the same as that either.

An effective group discussion generally has a number of elements:

• All members of the group have a chance to speak, expressing their own ideas and feelings freely, and to pursue and finish out their thoughts
• All members of the group can hear others’ ideas and feelings stated openly
• Group members can safely test out ideas that are not yet fully formed
• Group members can receive and respond to respectful but honest and constructive feedback.  Feedback could be positive, negative, or merely clarifying or correcting factual questions or errors, but is in all cases delivered respectfully.
• A variety of points of view are put forward and discussed
• The discussion is not dominated by any one person
• Arguments, while they may be spirited, are based on the content of ideas and opinions, not on personalities
• Even in disagreement, there’s an understanding that the group is working together to resolve a dispute, solve a problem, create a plan, make a decision, find principles all can agree on, or come to a conclusion from which it can move on to further discussion

Many group discussions have no specific purpose except the exchange of ideas and opinions.  Ultimately, an effective group discussion is one in which many different ideas and viewpoints are heard and considered.  This allows the group to accomplish its purpose if it has one, or to establish a basis either for ongoing discussion or for further contact and collaboration among its members.

There are many possible purposes for a group discussion, such as:

• Create a new situation – form a coalition, start an initiative, etc.
• Explore cooperative or collaborative arrangements among groups or organizations
• Discuss and/or analyze an issue, with no specific goal in mind but understanding
• Create a strategic plan – for an initiative, an advocacy campaign, an intervention, etc.
• Discuss policy and policy change
• Air concerns and differences among individuals or groups
• Hold public hearings on proposed laws or regulations, development, etc.
• Decide on an action
• Provide mutual support
• Solve a problem
• Resolve a conflict
• Plan your work or an event

Possible leadership styles of a group discussion also vary.  A group leader or facilitator might be directive or non-directive; that is, she might try to control what goes on to a large extent; or she might assume that the group should be in control, and that her job is to facilitate the process.  In most group discussions, leaders who are relatively non-directive make for a more broad-ranging outlay of ideas, and a more satisfying experience for participants.

Directive leaders can be necessary in some situations. If a goal must be reached in a short time period, a directive leader might help to keep the group focused. If the situation is particularly difficult, a directive leader might be needed to keep control of the discussion and make

Why would you lead a group discussion?

There are two ways to look at this question: “What’s the point of group discussion?” and “Why would you, as opposed to someone else, lead a group discussion?”  Let’s examine both.

What’s the point of group discussion?

As explained in the opening paragraphs of this section, group discussions are common in a democratic society.  There are a number of reasons for this, some practical and some philosophical.

A group discussion:

• G ives everyone involved a voice .  Whether the discussion is meant to form a basis for action, or just to play with ideas, it gives all members of the group a chance to speak their opinions, to agree or disagree with others, and to have their thoughts heard.  In many community-building situations, the members of the group might be chosen specifically because they represent a cross-section of the community, or a diversity of points of view.
• Allows for a variety of ideas to be expressed and discussed .  A group is much more likely to come to a good conclusion if a mix of ideas is on the table, and if all members have the opportunity to think about and respond to them.
• Is generally a democratic, egalitarian process .  It reflects the ideals of most grassroots and community groups, and encourages a diversity of views.
• Leads to group ownership of whatever conclusions, plans, or action the group decides upon .  Because everyone has a chance to contribute to the discussion and to be heard, the final result feels like it was arrived at by and belongs to everyone.
• Encourages those who might normally be reluctant to speak their minds .  Often, quiet people have important things to contribute, but aren’t assertive enough to make themselves heard.  A good group discussion will bring them out and support them.
• Can often open communication channels among people who might not communicate in any other way .  People from very different backgrounds, from opposite ends of the political spectrum, from different cultures, who may, under most circumstances, either never make contact or never trust one another enough to try to communicate, might, in a group discussion, find more common ground than they expected.
• Is sometimes simply the obvious, or even the only, way to proceed.  Several of the examples given at the beginning of the section – the group of parents concerned about their school system, for instance, or the college class – fall into this category, as do public hearings and similar gatherings.

Why would you specifically lead a group discussion?

You might choose to lead a group discussion, or you might find yourself drafted for the task.  Some of the most common reasons that you might be in that situation:

• It’s part of your job .  As a mental health counselor, a youth worker, a coalition coordinator, a teacher, the president of a board of directors, etc. you might be expected to lead group discussions regularly.
• You’ve been asked to .  Because of your reputation for objectivity or integrity, because of your position in the community, or because of your skill at leading group discussions, you might be the obvious choice to lead a particular discussion.
• A discussion is necessary, and you’re the logical choice to lead it .  If you’re the chair of a task force to address substance use in the community, for instance, it’s likely that you’ll be expected to conduct that task force’s meetings, and to lead discussion of the issue.
• It was your idea in the first place .  The group discussion, or its purpose, was your idea, and the organization of the process falls to you.

You might find yourself in one of these situations if you fall into one of the categories of people who are often tapped to lead group discussions.  These categories include (but aren’t limited to):

• Directors of organizations
• Public officials
• Coalition coordinators
• Professionals with group-leading skills – counselors, social workers, therapists, etc.
• Health professionals and health educators
• Respected community members.  These folks may be respected for their leadership – president of the Rotary Club, spokesperson for an environmental movement – for their positions in the community – bank president, clergyman – or simply for their personal qualities – integrity, fairness, ability to communicate with all sectors of the community.
• Community activists.  This category could include anyone from “professional” community organizers to average citizens who care about an issue or have an idea they want to pursue.

When might you lead a group discussion?

The need or desire for a group discussion might of course arise anytime, but there are some times when it’s particularly necessary.

• At the start of something new . Whether you’re designing an intervention, starting an initiative, creating a new program, building a coalition, or embarking on an advocacy or other campaign, inclusive discussion is likely to be crucial in generating the best possible plan, and creating community support for and ownership of it.
• When an issue can no longer be ignored . When youth violence reaches a critical point, when the community’s drinking water is declared unsafe, when the HIV infection rate climbs – these are times when groups need to convene to discuss the issue and develop action plans to swing the pendulum in the other direction.
• When groups need to be brought together . One way to deal with racial or ethnic hostility, for instance, is to convene groups made up of representatives of all the factions involved.  The resulting discussions – and the opportunity for people from different backgrounds to make personal connections with one another – can go far to address everyone’s concerns, and to reduce tensions.
• When an existing group is considering its next step or seeking to address an issue of importance to it . The staff of a community service organization, for instance, may want to plan its work for the next few months, or to work out how to deal with people with particular quirks or problems.

How do you lead a group discussion?

In some cases, the opportunity to lead a group discussion can arise on the spur of the moment; in others, it’s a more formal arrangement, planned and expected.  In the latter case, you may have the chance to choose a space and otherwise structure the situation.  In less formal circumstances, you’ll have to make the best of existing conditions.

We’ll begin by looking at what you might consider if you have time to prepare.  Then we’ll examine what it takes to make an effective discussion leader or facilitator, regardless of external circumstances.

Set the stage

If you have time to prepare beforehand, there are a number of things you may be able to do to make the participants more comfortable, and thus to make discussion easier.

Choose the space

If you have the luxury of choosing your space, you might look for someplace that’s comfortable and informal.  Usually, that means comfortable furniture that can be moved around (so that, for instance, the group can form a circle, allowing everyone to see and hear everyone else easily).  It may also mean a space away from the ordinary.

One organization often held discussions on the terrace of an old mill that had been turned into a bookstore and café.  The sound of water from the mill stream rushing by put everyone at ease, and encouraged creative thought.

Provide food and drink

The ultimate comfort, and one that breaks down barriers among people, is that of eating and drinking.

Bring materials to help the discussion along

Most discussions are aided by the use of newsprint and markers to record ideas, for example.

Become familiar with the purpose and content of the discussion

If you have the opportunity, learn as much as possible about the topic under discussion.  This is not meant to make you the expert, but rather to allow you to ask good questions that will help the group generate ideas.

Make sure everyone gets any necessary information, readings, or other material beforehand

If participants are asked to read something, consider questions, complete a task, or otherwise prepare for the discussion, make sure that the assignment is attended to and used.  Don’t ask people to do something, and then ignore it.

Lead the discussion

Think about leadership style

The first thing you need to think about is leadership style, which we mentioned briefly earlier in the section.  Are you a directive or non-directive leader?  The chances are that, like most of us, you fall somewhere in between the extremes of the leader who sets the agenda and dominates the group completely, and the leader who essentially leads not at all. The point is made that many good group or meeting leaders are, in fact, facilitators, whose main concern is supporting and maintaining the process of the group’s work.  This is particularly true when it comes to group discussion, where the process is, in fact, the purpose of the group’s coming together.

A good facilitator helps the group set rules for itself, makes sure that everyone participates and that no one dominates, encourages the development and expression of all ideas, including “odd” ones, and safeguards an open process, where there are no foregone conclusions and everyone’s ideas are respected.  Facilitators are non-directive, and try to keep themselves out of the discussion, except to ask questions or make statements that advance it.  For most group discussions, the facilitator role is probably a good ideal to strive for.

It’s important to think about what you’re most comfortable with philosophically, and how that fits what you’re comfortable with personally.  If you’re committed to a non-directive style, but you tend to want to control everything in a situation, you may have to learn some new behaviors in order to act on your beliefs.

Put people at ease

Especially if most people in the group don’t know one another, it’s your job as leader to establish a comfortable atmosphere and set the tone for the discussion.

Help the group establish ground rules

The ground rules of a group discussion are the guidelines that help to keep the discussion on track, and prevent it from deteriorating into namecalling or simply argument.  Some you might suggest, if the group has trouble coming up with the first one or two:

• Everyone should treat everyone else with respect : no name-calling, no emotional outbursts, no accusations.
• No arguments directed at people – only at ideas and opinions .  Disagreement should be respectful – no ridicule.
• Don’t interrupt .  Listen to the whole of others’ thoughts – actually listen, rather than just running over your own response in your head.
• Respect the group’s time .  Try to keep your comments reasonably short and to the point, so that others have a chance to respond.
• Consider all comments seriously, and try to evaluate them fairly .  Others’ ideas and comments may change your mind, or vice versa: it’s important to be open to that.
• Don’t be defensive if someone disagrees with you .  Evaluate both positions, and only continue to argue for yours if you continue to believe it’s right.
• Everyone is responsible for following and upholding the ground rules .

Ground rules may also be a place to discuss recording the session.  Who will take notes, record important points, questions for further discussion, areas of agreement or disagreement?  If the recorder is a group member, the group and/or leader should come up with a strategy that allows her to participate fully in the discussion.

Generate an agenda or goals for the session

You might present an agenda for approval, and change it as the group requires, or you and the group can create one together.  There may actually be no need for one, in that the goal may simply be to discuss an issue or idea.  If that’s the case, it should be agreed upon at the outset.

How active you are might depend on your leadership style, but you definitely have some responsibilities here.  They include setting, or helping the group to set the discussion topic; fostering the open process; involving all participants; asking questions or offering ideas to advance the discussion; summarizing or clarifying important points, arguments, and ideas; and wrapping up the session.  Let’s look at these, as well as some do’s and don’t’s for discussion group leaders.

• Setting the topic . If the group is meeting to discuss a specific issue or to plan something, the discussion topic is already set.  If the topic is unclear, then someone needs to help the group define it.  The leader – through asking the right questions, defining the problem, and encouraging ideas from the group – can play that role.
• Fostering the open process . Nurturing the open process means paying attention to the process, content, and interpersonal dynamics of the discussion all at the same time – not a simple matter. As leader, your task is not to tell the group what to do, or to force particular conclusions, but rather to make sure that the group chooses an appropriate topic that meets its needs, that there are no “right” answers to start with (no foregone conclusions), that no one person or small group dominates the discussion, that everyone follows the ground rules, that discussion is civil and organized, and that all ideas are subjected to careful critical analysis.  You might comment on the process of the discussion or on interpersonal issues when it seems helpful (“We all seem to be picking on John here – what’s going on?”), or make reference to the open process itself (“We seem to be assuming that we’re supposed to believe X – is that true?”). Most of your actions as leader should be in the service of modeling or furthering the open process.

Part of your job here is to protect “minority rights,” i.e., unpopular or unusual ideas.  That doesn’t mean you have to agree with them, but that you have to make sure that they can be expressed, and that discussion of them is respectful, even in disagreement. (The exceptions are opinions or ideas that are discriminatory or downright false.)  Odd ideas often turn out to be correct, and shouldn’t be stifled.

• Involving all participants . This is part of fostering the open process, but is important enough to deserve its own mention. To involve those who are less assertive or shy, or who simply can’t speak up quickly enough, you might ask directly for their opinion, encourage them with body language (smile when they say anything, lean and look toward them often), and be aware of when they want to speak and can’t break in.  It’s important both for process and for the exchange of ideas that everyone have plenty of opportunity to communicate their thoughts.
• Asking questions or offering ideas to advance the discussion . The leader should be aware of the progress of the discussion, and should be able to ask questions or provide information or arguments that stimulate thinking or take the discussion to the next step when necessary. If participants are having trouble grappling with the topic, getting sidetracked by trivial issues, or simply running out of steam, it’s the leader’s job to carry the discussion forward.

This is especially true when the group is stuck, either because two opposing ideas or factions are at an impasse, or because no one is able or willing to say anything.  In these circumstances, the leader’s ability to identify points of agreement, or to ask the question that will get discussion moving again is crucial to the group’s effectiveness.

• Summarizing or clarifying important points, arguments, or ideas . This task entails making sure that everyone understands a point that was just made, or the two sides of an argument.  It can include restating a conclusion the group has reached, or clarifying a particular idea or point made by an individual (“What I think I heard you say was…”).  The point is to make sure that everyone understands what the individual or group actually meant.
• Wrapping up the session .  As the session ends, the leader should help the group review the discussion and make plans for next steps (more discussion sessions, action, involving other people or groups, etc.). He should also go over any assignments or tasks that were agreed to, make sure that every member knows what her responsibilities are, and review the deadlines for those responsibilities.  Other wrap-up steps include getting feedback on the session – including suggestions for making it better – pointing out the group’s accomplishments, and thanking it for its work.

Even after you’ve wrapped up the discussion, you’re not necessarily through. If you’ve been the recorder, you might want to put the notes from the session in order, type them up, and send them to participants. The notes might also include a summary of conclusions that were reached, as well as any assignments or follow-up activities that were agreed on.

If the session was one-time, or was the last of a series, your job may now be done. If it was the beginning, however, or part of an ongoing discussion, you may have a lot to do before the next session, including contacting people to make sure they’ve done what they promised, and preparing the newsprint notes to be posted at the next session so everyone can remember the discussion.

Leading an effective group discussion takes preparation (if you have the opportunity for it), an understanding of and commitment to an open process, and a willingness to let go of your ego and biases. If you can do these things, the chances are you can become a discussion leader that can help groups achieve the results they want.

Do’s and don’ts for discussion leaders

• Model the behavior and attitudes you want group members to employ . That includes respecting all group members equally; advancing the open process; demonstrating what it means to be a learner (admitting when you’re wrong, or don’t know a fact or an answer, and suggesting ways to find out); asking questions based on others’ statements; focusing on positions rather than on the speaker; listening carefully; restating others’ points; supporting your arguments with fact or logic; acceding when someone else has a good point; accepting criticism; thinking critically; giving up the floor when appropriate; being inclusive and culturally sensitive, etc.
• Use encouraging body language and tone of voice, as well as words .  Lean forward when people are talking, for example, keep your body position open and approachable, smile when appropriate, and attend carefully to everyone, not just to those who are most articulate.
• Give positive feedback for joining the discussion .  Smile, repeat group members’ points, and otherwise show that you value participation.
• Be aware of people’s reactions and feelings, and try to respond appropriately . If a group member is hurt by others’ comments, seems puzzled or confused, is becoming angry or defensive, it’s up to you as discussion leader to use the ground rules or your own sensitivity to deal with the situation. If someone’s hurt, for instance, it may be important to point that out and discuss how to make arguments without getting personal.  If group members are confused, revisiting the comments or points that caused the confusion, or restating them more clearly, may be helpful.  Being aware of the reactions of individuals and of the group as a whole can make it possible to expose and use conflict, or to head off unnecessary emotional situations and misunderstandings.
• Ask open-ended questions .  In advancing the discussion, use questions that can’t be answered with a simple yes or no.  Instead, questions should require some thought from group members, and should ask for answers that include reasons or analysis.  The difference between “Do you think the President’s decision was right?” and “Why do you think the President’s decision was or wasn’t right?” is huge.  Where the first question can be answered with a yes or no, the second requires an analysis supporting the speaker’s opinion, as well as discussion of the context and reasons for the decision.
• Control your own biases .  While you should point out factual errors or ideas that are inaccurate and disrespectful of others, an open process demands that you not impose your views on the group, and that you keep others from doing the same.  Group members should be asked to make rational decisions about the positions or views they want to agree with, and ultimately the ideas that the group agrees on should be those that make the most sense to them – whether they coincide with yours or not.  Pointing out bias – including your own – and discussing it helps both you and group members try to be objective.

A constant question that leaders – and members – of any group have is what to do about racist, sexist, or homophobic remarks, especially in a homogeneous group where most or all of the members except the leader may agree with them.  There is no clear-cut answer, although if they pass unchallenged, it may appear you condone the attitude expressed. How you challenge prejudice is the real question.  The ideal here is that other members of the group do the challenging, and it may be worth waiting long enough before you jump in to see if that’s going to happen.  If it doesn’t, you can essentially say, “That’s wrong, and I won’t allow that kind of talk here,” which may well put an end to the remarks, but isn’t likely to change anyone’s mind.  You can express your strong disagreement or discomfort with such remarks and leave it at that, or follow up with “Let’s talk about it after the group,” which could generate some real discussion about prejudice and stereotypes, and actually change some thinking over time. Your ground rules – the issue of respecting everyone – should address this issue, and it probably won’t come up…but there are no guarantees.  It won’t hurt to think beforehand about how you want to handle it.

• Encourage disagreement, and help the group use it creatively .  Disagreement is not to be smoothed over, but rather to be analyzed and used.  When there are conflicting opinions – especially when both can be backed up by reasonable arguments – the real discussion starts.  If everyone agrees on every point, there’s really no discussion at all.  Disagreement makes people think.  It may not be resolved in one session, or at all, but it’s the key to discussion that means something.

All too often, conflict – whether conflicting opinions, conflicting world views, or conflicting personalities – is so frightening to people that they do their best to ignore it or gloss it over.  That reaction not only leaves the conflict unresolved – and therefore growing, so that it will be much stronger when it surfaces later– but fails to examine the issues that it raises.  If those are brought out in the open and discussed reasonably, the two sides often find that they have as much agreement as disagreement, and can resolve their differences by putting their ideas together.  Even where that’s not the case, facing the conflict reasonably, and looking at the roots of the ideas on each side, can help to focus on the issue at hand and provide solutions far better than if one side or the other simply operated alone.

• Keep your mouth shut as much as possible .  By and large, discussion groups are for the group members.  You may be a member of the group and have been asked by the others to act as leader, in which case you certainly have a right to be part of the discussion (although not to dominate).  If you’re an outside facilitator, or leader by position, it’s best to confine your contributions to observations on process, statements of fact, questions to help propel the discussion, and clarification and summarization.  The simple fact that you’re identified as leader or facilitator gives your comments more force than those of other group members.  If you’re in a position of authority or seen as an expert, that force becomes even greater.  The more active you are in the discussion, the more the group will take your positions and ideas as “right,” and the less it will come to its own conclusions.
• Don’t let one or a small group of individuals dominate the discussion .  People who are particularly articulate or assertive, who have strong feelings that they urgently want to express, or who simply feel the need – and have the ability – to dominate can take up far more than their fair share of a discussion.  This often means that quieter people have little or no chance to speak, and that those who disagree with the dominant individual(s) are shouted down and cease trying to make points.  It’s up to the leader to cut off individuals who take far more than their share of time, or who try to limit discussion.  This can be done in a relatively non-threatening way (“This is an interesting point, and it’s certainly worth the time we’ve spent on it, but there are other points of view that need to be heard as well.  I think Alice has been waiting to speak…”), but it’s crucial to the open process and to the comfort and effectiveness of the group.
• Don’t let one point of view override others , unless it’s based on facts and logic, and is actually convincing group members to change their minds.  If a point of view dominates because of its merits, its appeal to participants’ intellectual and ethical sensibilities, that’s fine.  It’s in fact what you hope will happen in a good group discussion.  If a point of view dominates because of the aggressiveness of its supporters, or because it’s presented as something it’s wrong to oppose (“People who disagree with the President are unpatriotic and hate their country”), that’s intellectual bullying or blackmail, and is the opposite of an open discussion.  As leader, you should point it out when that’s happening, and make sure other points of view are aired and examined.

Sometimes individuals or factions that are trying to dominate can disrupt the process of the group. Both Sections 1 and 2 of this chapter contain some guidelines for dealing with this type of situation.

• Don’t assume that anyone holds particular opinions or positions because of his culture, background, race, personal style, etc .  People are individuals, and can’t be judged by their exteriors.  You can find out what someone thinks by asking, or by listening when he speaks.
• Don’t assume that someone from a particular culture, race, or background speaks for everyone else from that situation .  She may or may not represent the general opinion of people from situations similar to hers…or there may not be a general opinion among them.  In a group discussion, no one should be asked or assumed to represent anything more than herself.

The exception here is when someone has been chosen by her community or group to represent its point of view in a multi-sector discussion.  Even in that situation, the individual may find herself swayed by others’ arguments, or may have ideas of her own.  She may have agreed to sponsor particular ideas that are important to her group, but she may still have her own opinions as well, especially in other areas.

• Don’t be the font of all wisdom .  Even if you know more about the discussion topic than most others in the group (if you’re the teacher of a class, for instance), presenting yourself as the intellectual authority denies group members the chance to discuss the topic freely and without pressure.  Furthermore, some of them may have ideas you haven’t considered, or experiences that give them insights into the topic that you’re never likely to have.  Model learning behavior, not teaching behavior.

If you’re asked your opinion directly, you should answer honestly.  You have some choices about how you do that, however.  One is to state your opinion, but make very clear that it’s an opinion, not a fact, and that other people believe differently.  Another is to ask to hold your opinion until the end of the discussion, so as not to influence anyone’s thinking while it’s going on.  Yet another is to give your opinion after all other members of the group have stated theirs, and then discuss the similarities and differences among all the opinions and people’s reasons for holding them. If you’re asked a direct question, you might want to answer it if it’s a question of fact and you know the answer, and if it’s relevant to the discussion.  If the question is less clear-cut, you might want to throw it back to the group, and use it as a spur to discussion.

Group discussions are common in our society, and have a variety of purposes, from planning an intervention or initiative to mutual support to problem-solving to addressing an issue of local concern.  An effective discussion group depends on a leader or facilitator who can guide it through an open process – the group chooses what it’s discussing, if not already determined, discusses it with no expectation of particular conclusions, encourages civil disagreement and argument, and makes sure that every member is included and no one dominates.  It helps greatly if the leader comes to the task with a democratic or, especially, a collaborative style, and with an understanding of how a group functions.

A good group discussion leader has to pay attention to the process and content of the discussion as well as to the people who make up the group.  She has to prepare the space and the setting to the extent possible; help the group establish ground rules that will keep it moving civilly and comfortably; provide whatever materials are necessary; familiarize herself with the topic; and make sure that any pre-discussion readings or assignments get to participants in plenty of time.  Then she has to guide the discussion, being careful to promote an open process; involve everyone and let no one dominate; attend to the personal issues and needs of individual group members when they affect the group; summarize or clarify when appropriate; ask questions to keep the discussion moving, and put aside her own agenda, ego, and biases.

It’s not an easy task, but it can be extremely rewarding.  An effective group discussion can lay the groundwork for action and real community change.

Online resources

Everyday-Democracy . Study Circles Resource Center. Information and publications related to study circles, participatory discussion groups meant to address community issues.

Facilitating Political Discussions from the Institute for Democracy and Higher Education at Tufts University is designed to assist experienced facilitators in training others to facilitate politically charged conversations. The materials are broken down into "modules" and facilitation trainers can use some or all of them to suit their needs.

Project on Civic Reflection provides information about leading study circles on civic reflection.

“ Suggestions for Leading Small-Group Discussions ,” prepared by Lee Haugen, Center for Teaching Excellence, Iowa State University, 1998. Tips on university teaching, but much of the information is useful in other circumstances as well.

“ Tips for Leading Discussions ,” by Felisa Tibbits, Human Rights Education Associates.

Print resources

Forsyth, D . Group Dynamics . (2006). (4th edition).  Belmont, CA: Thomson Wadsworth. 

Johnson, D., & Frank P. (2002). Joining Together: Group theory and group skills . (8th edition).  Boston: Allyn & Bacon.

What is Group Discussion? (GD), Objectives, Types, Prerequisites, Steps

• Post last modified: 4 June 2023
• Reading time: 24 mins read
• Post category: Business Communication

• What is Group Discussion?

Group Discussion (GD) is a technique where the group of participants share their views and opinions on a topic for a specific duration. Companies conduct this evaluation process because business management is essentially a team activity and working with groups is an essential parameter in organisations.

Table of Content

• 1 What is Group Discussion?
• 2 Group Discussion (GD) Definition
• 3 Objectives of Group Discussion (GD)
• 4.1 Topic-based GDs
• 4.2 Case-based GDs
• 4.3 Article-based GDs
• 5.1 Prior knowledge
• 5.2 Active listening
• 5.3 Effective communication
• 5.4 Appropriate body language
• 6.1 Initiate
• 6.3 Summarise
• 7 Do’s and Don’ts of Group Discussion
• 8.1 Communication skills
• 8.2 Analytical and interpretative skills
• 8.3 Interpersonal skills
• 8.4 Persuasive skills
• 9.1 Objective of conducting a GD
• 9.2 Venue setup
• 9.4 Pre-instructions for participants
• 9.5 Defined parameters for selection
• 9.6 Role of assessor/evaluator
• 9.7 Clear communication of results post GD

GD is an opportunity for an organisation to evaluate a candidate’s communication skills, knowledge, leadership skills, listening skills, social skills, ability to think on the spot and improvise. A typical GD has about 8-12 participants and 2 or more assessors. The assessors sit where they can clearly see and hear all the candidates.

They record the behaviour of participants during the group discussion. Then, they evaluate the recorded observations against the desired traits and finalise a few candidates from the group.

Group Discussion (GD) Definition

Group discussion is a communication process that involves the exchange of ideas, information, and opinions among a group of people. It is a powerful tool for problem-solving, decision-making, and generating new ideas. – Stephen P. Robbins, author of “Organizational Behavior”

A group discussion is an interactive process where a group of individuals come together to exchange ideas, opinions, and information on a specific topic. The goal of a group discussion is to arrive at a collective decision or solution that is acceptable to all members of the group.” – The Indian Institute of Technology (IIT)

Group discussion is a method of communication in which a small group of people come together to discuss a topic or problem. The group members share their ideas and perspectives with one another in order to arrive at a solution or decision that benefits the group as a whole.” – The American Psychological Association (APA)

Group discussion is an effective means of exploring and analyzing complex issues, generating creative ideas, and arriving at consensus among participants. It provides a platform for individuals to express their views, clarify their understanding, and learn from the perspectives of others.” – The National Institute of Standards and Technology (NIST)

Objectives of Group Discussion (GD)

Group discussions are conducted to serve various purposes. It is a two-way communication process through which recruiters get to assess the soft skills of candidates, while the candidates can gain clarity about their own thoughts, opinions and views.

The following are some of the objectives of a group discussion activity:

• To collect data
• To breed fresh ideas and take inputs from a particular group
• To perceive the common ideas of people on a particular topic
• To identify the solution of a specific problem or issue
• To select a candidate for hiring in a company
• To select candidate for admission in an educational institute
• To arrive at a consensus regarding a common concern

Types of Group Discussion (GDs)

A group discussion delineates how a candidate participates, behaves and contributes in a group. There are three main types of GDs :

Topic-based GDs

Case-based gds, article-based gds.

These are based on certain practical topics, such as the harmful effects of plastics on the environment or the need of college degree for entrepreneurship. These GDs can be further classified into:

• Factual GDs : These are informative GDs that require comprehensive knowledge about a subject. For example, the economic growth of India since independence.
• Controversial GDs : These GDs are based on controversial topics, which test the ability of a candidate to handle a situation, control anger, display patience and think critically. For example, arranged marriage vs. love marriage.
• Abstract GDs : These GDs are based on certain conceptual topics that are used to evaluate a candidate’s creative thinking and analytical ability. For example, challenges before humanity.

In these GDs, a case study is presented to group members to read and analyse in a given period. Candidates need to discuss the case study among themselves and reach on a com- mon consensus to solve the given situation. This helps to evaluate their problem solving, analytical ability, critical thinking and creative thinking skills.

Candidates are presented with an article on any field, such as politics, sports, or technology, and asked to discuss the given situation.

Prerequisites of Group Discussion (GD)

There are some essential requirements for gaining success in a group discussion. The following are some important requirements to be fulfilled by a candidate in order to ensure a successful GD:

Prior knowledge

Active listening, effective communication, appropriate body language.

A candidate with in-depth knowledge and command over the topic initiates the discussion. He/she gets noticed and usually selected in a group discussion. However, starting the discussion does not guarantee the selection and also it does not show the leadership qualities.

Therefore, one should start a discussion only when he/she is well acquainted with the topic. In case, one is not well acquainted with the topic, he/she should first listen to others and then speak.

Only good listeners can be active participators in a discussion. Such persons listen to others and remain attentive and active throughout the discussion. Therefore, a listener is more likely to imbibe knowledge than a speaker. By listening carefully, a candidate can contribute by formulating his/her own thoughts that can be verbally delivered.

Candidates should have good communication skills and they should take care of the overtones. One should be able to understand other participants’ perception and thoughts. Then, accordingly, Agree to or refute the ideas or viewpoints presented by other candidates.

Therefore, healthy and clear thoughts should be exchanged while pursuing a group discussion to gain attention of the assessors.

Gestures, facial expressions, eye contact and tone of voice show the amount of interest a candidate has in a group discussion. It is important to maintain eye contact with the evaluator(s) when starting a discussion. The coordinator notices the body language of the candidates to assess their confidence level.

Steps of Effective Group Discussion

A GD is a method used by organisations to analyse the skills of candidates and decide whether their personality traits are desirable for the job or not.

While facing a GD, the following steps should be performed:

If you want to quickly grab the attention of assessors, then start the GD. However, you must have good knowledge or understanding of the subject being discussed. To make your speech more interesting, you can start with a relevant quote or a short/interesting story; but keep track of time.

There might be a situation when you do not have enough knowledge to start a discussion. In that case, wait, watch and listen to others. As soon as you get an opening, jump in and take charge. Move the conversation forward to make it impactful. However, remember not to over-drag the topic. Sometimes, less is more.

Closing a GD is another opportunity to get the attention of the evaluators. Recap the discussion, connect the dots, highlight the key points and summarise them. Make sure that the summary includes both the positive and negative viewpoints on the topic presented by the candidates.

Do’s and Don’ts of Group Discussion

In this section, we will discuss some Do’s and Don’ts to be taken care of by all the candidates who wish to perform well in a GD.

Some Do’s to be kept in mind during a GD are:

• Be a good listener by being patient.
• Acknowledge everyone else and what they say.
• Articulate views in a way that is comprehensible to others.
• Structure your thoughts and present them logically.
• Read newspapers, current affairs, essays and articles to develop thought structuring.
• Respect others for what they are.
• Be open-minded and acknowledge the fact that people think differently about issues.
• Train your mind for analytical thinking by taking all aspects into consideration.

It is also important to avoid doing certain things while participating in a GD. Some Don’ts to be aware of while pursuing a GD are:

• Avoid irrelevant talk.
• Avoid interrupting others while they are talking. If you need to cut short a speaker, then do so politely and with due apology.
• Avoid dominating the conversation. Ask others to contribute. Acknowledge their viewpoints.
• Avoid getting into an argument. Try to express clearly in a healthy manner.
• Do not show lack of interest and negative attitude.
• Avoid stating only your viewpoint.
• Avoid dwelling only on one aspect of the GD.

Group Discussion Evaluation Criteria

Each group discussion exercise is assessed by one or more individuals who are trained to observe and assess behavioural traits relevant for a specific job. The four main behavioural traits assessed through a group discussion are shown in Figure

Let us discuss these behavioural traits in detail.

Communication skills

Analytical and interpretative skills, interpersonal skills, persuasive skills.

These skills are judged on the basis of how a participant is getting his/her message across, how he/she is using his/her body language and also listening skills.

Assessors draw conclusions about a participant’s interpreting and analysing skills by observing how he/she uses facts and data, considers complex problems and issues, suggests solutions, etc.

Assessors observe the participants’ interactions with one another, how they allow one another to express themselves, etc.

The influencing skills of participants are as- sessed based on how well they are able to persuade one another, convince others about a viewpoint or impact others’ behaviour.

Organising a Group Discussion

A Group Discussion generally involves a group of 8-10 participants who are evaluated by a selection panel. GDs are used to evaluate whether a candidate is a perfect fit for an organisation or not. Be it college placements, MBA courses, job interviews or general researches, GDs are conducted almost in every field to gauge whether the candidate possesses the required skills and personality traits to be a part of the concerned institution. A facilitator has to take care of all the nitty-gritties of organising a GD.

In order to conduct a successful GD, the following aspects need to be taken into consideration:

Objective of conducting a GD

Venue setup, pre-instructions for participants, defined parameters for selection, role of assessor/evaluator, clear communication of results post gd.

Every GD has a specific purpose such as selecting deserving candidates for admission in professional course or gaining new talented employees in an organisation. Therefore, the objective of a GD should be clear to all the members of the selection panel in order to select the most deserving candidate.

An appropriate venue should be set up to conduct a GD. The venue should not be overcrowded, which may make the participants feel uncomfortable. The space selected for conducting the GD should be well-ventilated, equipped with proper lighting and should have a proper seating arrangement.

A stipulated time limit should be set for each participant to present his/her views. Firstly, participants are given a topic and some time to understand the topic and organise their thoughts. Thereafter they start presenting their views and opinions over the given topic. The time provided to the participants should be logical and it should start at that time only with no delay and waiting.

Prior communication with the participants should be properly conducted along with mentioning the time allotted to one participant to speak. The topic of discussion should be specified clearly along with the instructions and timings of when to start and stop. Big MNCs have their well-panned GD guide that provides instructions to the participants.

There are various parameters based on which a candidate is evaluated. Some of these parameters are listening power, level of confidence, decision-making ability, analytical skills, leadership skills, etc.

Candidates can speak whatever they like on the subject under discussion. The assessors note down their observations for each candidate. Once the discussion is over, the assessors review the information recorded against the desired behaviour. Therefore, a proper evaluation sheet should be maintained for writing down observations so that no errors occur while the selection of candidates.

The results should be announced clearly post the GD. The facilitator should ensure that the participants should not be made to wait for too long for the results.

The following are some points that you should take care of while preparing for a group discussion:

• Ensure your contribution to the group : Candidates need to make sure that they contribute to the conversation. Candidates having avoiding behaviours or actions do not contribute to the discussion’s outcome. Such behaviours need to be avoided and involvement in the GD is necessary to make a mark.
• Manage conflicts effectively : In case of any disagreement with members of the group, ensure that you persuade them without getting rude and aggressive. Assessors will pick such arrogant behaviour and highlight it as your negative aspect.
• Manage your time : Candidates need to stick to the timeline al- lotted for the discussion as the same would suggest that they are punctual and follow the timeline persistently.
• Include others : Encourage those who do not speak up during the discussion and urge them to give their opinions. This will gain assessors’ praise and group members appreciation.
• Be a team player : Generally, group discussion exercises require that the members come to an agreement on the topic being discussed. However, ensure that you do not impose your ideas on others. A better way is to include everyone’s ideas and centre it around the organisation rather than express something that might only benefit one member.

Business Communication Notes

( Click on Topic to Read )

• What is Business Communication?
• What is Communication?
• Types of Communication
• 7 C of Communication
• Barriers To Business Communication
• Oral Communication
• Types Of Non Verbal Communication
• What is Written Communication?
• What are Soft Skills?
• Interpersonal vs Intrapersonal communication
• Barriers to Communication
• Importance of Communication Skills
• Listening in Communication
• Causes of Miscommunication
• What is Johari Window?
• What is Presentation?
• Communication Styles
• Channels of Communication
• Hofstede’s Dimensions of Cultural Differences and Benett’s Stages of Intercultural Sensitivity
• Organisational Communication
• Horizontal C ommunication
• Grapevine Communication
• Downward Communication
• Verbal Communication Skills
• Upward Communication
• Flow of Communication
• What is Emotional Intelligence?
• What is Public Speaking?
• Upward vs Downward Communication
• Internal vs External Communication
• What is Interview?
• What is Negotiation?
• What is Digital Communication?
• What is Letter Writing?
• Resume and Covering Letter
• What is Report Writing?
• What is Business Meeting?
• What is Public Relations?
• What Is Market Segmentation?
• What Is Marketing Mix?
• Marketing Concept
• Marketing Management Process
• What Is Marketing Environment?
• What Is Consumer Behaviour?
• Business Buyer Behaviour
• Demand Forecasting
• 7 Stages Of New Product Development
• Methods Of Pricing
• What Is Public Relations?
• What Is Marketing Management?
• What Is Sales Promotion?
• Types Of Sales Promotion
• Techniques Of Sales Promotion
• What Is Personal Selling?
• What Is Advertising?
• Market Entry Strategy
• What Is Marketing Planning?
• Segmentation Targeting And Positioning
• Brand Building Process
• Kotler Five Product Level Model
• Classification Of Products
• Types Of Logistics
• What Is Consumer Research?
• What Is DAGMAR?
• Consumer Behaviour Models
• What Is Green Marketing?
• What Is Electronic Commerce?
• Agricultural Cooperative Marketing
• What Is Marketing Control?
• What Is Marketing Communication?
• What Is Pricing?
• Models Of Communication
• What is Sales Management?
• Objectives of Sales Management
• Responsibilities and Skills of Sales Manager
• Theories of Personal Selling
• What is Sales Forecasting?
• Methods of Sales Forecasting
• Purpose of Sales Budgeting
• Methods of Sales Budgeting
• Types of Sales Budgeting
• Sales Budgeting Process
• What is Sales Quotas?
• What is Selling by Objectives (SBO) ?
• What is Sales Organisation?
• Types of Sales Force Structure
• Recruiting and Selecting Sales Personnel
• Training and Development of Salesforce
• Compensating the Sales Force
• Time and Territory Management
• What Is Logistics?
• What Is Logistics System?
• Technologies in Logistics
• What Is Distribution Management?
• What Is Marketing Intermediaries?
• Conventional Distribution System
• Functions of Distribution Channels
• What is Channel Design?
• Types of Wholesalers and Retailers
• What is Vertical Marketing Systems?
• What i s Marketing?
• What i s A BCG Matrix?
• 5 M’S Of Advertising
• What i s Direct Marketing?
• Marketing Mix For Services
• What Market Intelligence System?
• What i s Trade Union?
• What Is International Marketing?
• World Trade Organization (WTO)
• What i s International Marketing Research?
• What is Exporting?
• What is Licensing?
• What is Franchising?
• What is Joint Venture?
• What is Turnkey Projects?
• What is Management Contracts?
• What is Foreign Direct Investment?
• Factors That Influence Entry Mode Choice In Foreign Markets
• What is Price Escalations?
• What is Transfer Pricing?
• Integrated Marketing Communication (IMC)
• What is Promotion Mix?
• Factors Affecting Promotion Mix
• Functions & Role Of Advertising
• What is Database Marketing?
• What is Advertising Budget?
• What is Advertising Agency?
• What is Market Intelligence?
• What is Industrial Marketing?
• What is Customer Value
• What is Consumer Behaviour?
• What Is Personality?
• What Is Perception?
• What Is Learning?
• What Is Attitude?
• What Is Motivation?
• Consumer Imagery
• Consumer Attitude Formation
• What Is Culture?
• Consumer Decision Making Process
• Applications of Consumer Behaviour in Marketing
• Motivational Research
• Theoretical Approaches to Study of Consumer Behaviour
• Consumer Involvement
• Consumer Lifestyle
• Theories of Personality
• Outlet Selection
• Organizational Buying Behaviour
• Reference Groups
• Consumer Protection Act, 1986
• Diffusion of Innovation
• Opinion Leaders
• What is Business Law?
• Indian Contract Act 1872
• Essential Elements of a Valid Contract
• Types of Contract
• What is Discharge of Contract?
• Performance of Contract
• Sales of Goods Act 1930
• Goods & Price: Contract of Sale
• Conditions and Warranties
• Doctrine of Caveat Emptor
• Transfer of Property
• Rights of Unpaid Seller
• Negotiable Instruments Act 1881
• Types of Negotiable Instruments
• Types of Endorsement
• What is Promissory Note?
• What is Cheque?
• What is Crossing of Cheque?
• What is Bill of Exchange?
• What is Offer?
• Limited Liability Partnership Act 2008
• Memorandum of Association
• Articles of Association
• What is Director?
• Trade Unions Act, 1926
• Industrial Disputes Act 1947
• Employee State Insurance Act 1948
• Payment of Wages Act 1936
• Payment of Bonus Act 1965
• Labour Law in India
• What is Brand Management?
• 4 Steps of Strategic Brand Management Process
• Customer Based Brand Equity
• What is Brand Equity?

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What Do You Mean By Group Discussion?

What are the types of group discussions, importance of group discussions, how did the group discussion round commence, essential skills evaluated during a group discussion, expert tips on how to succeed in group discussions, common mistakes to avoid in a gd round, 20 trending topics for group discussions, faqs on group discussions, what is group discussion.

Group discussions are a vital part of the selection process in many organizations. 

They serve as a platform to assess candidates’ communication, teamwork, and problem-solving skills. 

• But what is the meaning of group discussion? 
• How many types are there?
• What is the procedure involved? 

This comprehensive guide will explore these questions, providing you with the essential knowledge to excel in your next group discussion round. 

Read on to discover the key strategies and tips for success in this critical stage of the interview process.

A group discussion is a structured form of communication where participants exchange ideas and viewpoints on a specific topic. 

It is often used in academic settings, corporate environments, and recruitment processes to evaluate individuals’ skills and perspectives. 

Here are the critical elements explaining what is group discussion:

1. Purpose: The main goal is to assess participants’ ability to communicate effectively, think critically, and work collaboratively.

2. Format: Typically involves a group of 6-12 participants discussing a topic within a set time limit.

3. Moderator: A facilitator or moderator usually oversees the discussion to ensure it stays on track and to evaluate the participants.

4. Skills Assessed:

• Communication: Clarity, coherence, and the ability to articulate thoughts.
• Teamwork: Ability to work collaboratively and respect others’ viewpoints.
• Problem-Solving: Ability to analyze the topic and propose solutions or arguments.
• Leadership: Initiative to guide the discussion and encourage participation.

Overall, group discussions are a dynamic and interactive way to measure the participants’ interpersonal and intellectual abilities in a group setting.

Group discussions can be categorized into several types based on content and objectives. Here are the main types of group discussions:

1. Factual Group Discussions

These discussions revolve around concrete facts and information. The participants need to grasp the topic well and present accurate data and evidence to support their viewpoints.

• Example Topics: “The Impact of Global Warming,” “Advancements in Renewable Energy,” and “Current Economic Trends.”
• Skills Assessed: Research abilities, knowledge of the subject, and the ability to present facts.

2. Opinion-Based Group Discussions

In these discussions, participants express their views and opinions on a given topic. There is no right or wrong answer; the focus is on how well participants can argue their perspectives and engage with differing viewpoints.

• Example Topics: “Is Social Media Beneficial or Harmful?”, “The Role of Technology in Education,” “Ethics in Business.”
• Skills Assessed: Critical thinking, persuasive communication, and the ability to handle opposing opinions.

3. Group Conversations Based on Case Studies

Participants are given a scenario or a case study to discuss and analyze. They must work together to identify problems, evaluate options, and propose solutions.

• Example Topics: “A company’s marketing strategy failing,” “A healthcare policy impacting patient care,” “Resolving a workplace conflict.”
• Skills Assessed: Analytical skills, problem-solving, teamwork, and practical application of knowledge.

4. Abstract Group Discussions

These discussions are based on abstract concepts or philosophical ideas. Participants need to interpret the topic creatively and think outside the box.

• Example Topics: “Red vs. Blue,” “A Journey Without a Destination,” “Time is Money.”
• Skills Assessed: Creativity, abstract thinking, and innovatively linking ideas and concepts.

Understanding the different types of group discussions can help participants prepare effectively, showcasing their strengths in various scenarios and contributing meaningfully to the conversation.

Group discussions (GDs) are vital in job interviews, offering a dynamic setting to evaluate candidates’ interpersonal and professional competencies. 

They replicate real-world work environments, enabling employers to assess how individuals perform and interact within a team. 

Here’s why GDs are essential:

• Evaluate Communication Skills : Assess clarity, coherence, and effectiveness in conveying ideas.
• Assess Teamwork : Determine the ability to collaborate and work cohesively with others.
• Test Analytical Thinking: Test problem-solving skills and logical reasoning.
• Identify Leadership Qualities : Spot potential leaders who can guide and motivate the group.
• Measure Knowledge: Check awareness and understanding of relevant topics and current affairs.
• Assess Time Management: Observe how well candidates manage and utilize their allotted time.
• Evaluate Persuasiveness: See how effectively candidates can influence and convince others.
• Test Adaptability: Assess flexibility in handling different viewpoints and unexpected changes.
• Measure Stress Management: Evaluate how candidates handle pressure and maintain composure.
• Understand Interpersonal Dynamics: Gain insights into candidates’ personalities and their ability to interact positively with others.

GDs are an integral part of the interview process, comprehensively assessing a candidate’s suitability for a role.

The group discussion round is well-structured to evaluate participants’ communication, analytical, and teamwork skills. 

Here’s a step-by-step breakdown of how a typical group discussion round is commenced:

1. Topic Announcement

• Initiation: The moderator announces the topic for discussion. This could be a factual, opinion-based, case study, or abstract topic.
• Briefing: Participants receive a brief overview of the topic and any specific guidelines or rules to follow during the discussion.

2. Preparation Time

• Preparation Period: Participants are usually given a few minutes (typically 3-5) to gather their thoughts, make notes, and organize their ideas.
• Strategy Planning: During this time, participants can plan their strategy for the discussion, considering how to introduce points, counter arguments, and conclusions.

3. Discussion Starts

• Commencement: The moderator signals the start of the discussion, and participants begin sharing their views.
• Initial Contributions: Participants can take turns speaking, with some taking the initiative to start the discussion while others may choose to add their points.

4. Discussion Among Participants

• Interaction: The core of the group discussion involves an interactive exchange of ideas among participants. This phase tests the entire group discussion in communication skills , argument, and collaboration skills.
• Key Elements: Articulation: Clarity and effectiveness in presenting points. Listening: Paying attention to others’ viewpoints and responding appropriately. Leadership: Taking charge of the discussion flow without dominating it. Conflict Management: Handling disagreements constructively.
• Evaluation: After the discussion, the moderator or panel of judges evaluates each participant based on their performance.
• Criteria: Common criteria include communication skills, content knowledge, logical reasoning, teamwork, and leadership qualities .
• Feedback: In some cases, participants may receive feedback on their performance, highlighting strengths and areas for improvement.

Understanding this process helps participants prepare adequately, ensuring they can contribute effectively and make a positive impression during the group discussion round.

Participants are assessed on various skills crucial for effective communication, collaboration, and problem-solving in a group discussion. 

Here are the primary skills on which you are evaluated, along with detailed descriptions:

1. Subject Expertise

• Depth of Knowledge: Demonstrating a comprehensive understanding of the topic. This involves being well-informed and up-to-date with relevant facts, theories, and examples.
• Accuracy and Relevance: Providing accurate and pertinent information to support your arguments. It’s essential to avoid spreading misinformation or going off-topic.

2. Creativity and Originality

• Innovative Thinking: Introducing unique perspectives and fresh ideas others may not have considered. Creativity in approach can differentiate you from other participants.
• Problem-Solving: Applying creative solutions to the issues discussed. This skill showcases your ability to think outside the box and approach problems from various angles.
• Clarity: Ensuring your speech is clear and easily understandable. Articulation and pronunciation play a significant role in how your points are received.
• Tone and Modulation: Use the appropriate tone to convey your message effectively. Voice modulation can help emphasize key points and keep the audience engaged.

4. Bodily Language

• Gestures and Posture: Use positive body language to reinforce your verbal communication. Good posture, appropriate hand gestures, and nodding convey confidence and attentiveness.
• Eye Contact: Maintaining eye contact with fellow participants and the moderator to demonstrate confidence and engagement. Avoiding eye contact can be perceived as disinterest or nervousness.
• Smooth Delivery: Speaking fluently without unnecessary pauses, fillers, or hesitations helps maintain the flow of the discussion and keeps the audience engaged.
• Language Proficiency: Using appropriate vocabulary and grammar to express your ideas clearly and effectively. Mastery of language enhances your credibility and the impact of your contributions.

6. Initiative

• Proactiveness: Taking the lead when necessary by starting the discussion, introducing new points, or steering the conversation back on track if it diverges.
• Encouraging Participation: Facilitating a balanced discussion by encouraging quieter members to share their views and ensuring that all voices are heard.

7. Active Listening

• Attention: Paying close attention to others’ contributions shows respect and interest. Active listening involves nodding, summarizing points, and asking clarifying questions.
• Responsive Interaction: Responding thoughtfully to others’ ideas, building on their points, and respectfully countering when necessary. This skill demonstrates your ability to engage constructively with different viewpoints.

Mastering these skills can significantly enhance your performance in a group discussion, making you stand out as a well-rounded and effective communicator capable of contributing meaningfully to any team or project.

1. Understand the Topic

• Research Thoroughly: Gather as much information as possible about the topic before the discussion. Knowing the background and key points will give you confidence and make your contributions more valuable.
• Clarify Doubts: If the topic is announced on the spot, don’t hesitate to ask for clarification if you don’t understand it completely.

2. Listen Actively

• Pay Attention: Listen to what others are saying without interrupting. This shows respect and helps you build on their points effectively.
• Acknowledge and Respond: Use nods, smiles, or brief verbal acknowledgments to show that you are engaged and understanding the discussion.

3. Be Clear and Concise

• Make Your Points Briefly: Stick to the point and avoid long-winded explanations. Being clear and concise ensures your ideas are understood and appreciated.
• Use Simple Language: Avoid jargon and complex words that might confuse others. Your goal is to communicate effectively, not to impress with vocabulary.

4. Show Leadership Skills

• Initiate the Discussion: If you feel confident, start the discussion. This can set a positive tone and demonstrate your leadership qualities.
• Facilitate Participation: Encourage quieter members to speak up and ensure that everyone gets a chance to contribute. This shows you value teamwork and collaboration.

5. Stay Calm and Composed

• Manage Stress: Stay calm even if the discussion becomes intense. Keeping your composure under pressure is crucial.
• Be Respectful: Avoid getting defensive or aggressive. Respect others’ opinions and address disagreements politely.

6. Respect Other Members

• Value Opinions: Respect all participants by valuing their opinions, even if you disagree with them. This fosters a positive and collaborative environment.
• Avoid Interruptions: Let others finish their points before you speak. Interrupting can be seen as disrespectful and can disrupt the flow of discussion.

7. Contribute Constructively

• Add Value: Make sure your contributions are relevant and add value to the discussion. Avoid repeating points that have already been made.
• Build on Ideas: Constructively build on others’ ideas, which shows that you are listening and thinking critically about the topic.

8. Use Data and Examples

• Support Arguments: Use data, facts, and examples to support your arguments. This makes your points more credible and persuasive.
• Be Prepared: Having a few statistics or real-world examples in mind can help you substantiate your points effectively.

9. Handle Criticism with Poise

• Stay Open-Minded: Accept feedback and criticism without taking it personally. Use it as an opportunity to learn and improve.
• Respond Politely: If you disagree with criticism, respond calmly and respectfully, providing a reasoned argument to support your viewpoint.

10. Summarize Key Points

• Recap Discussions: Towards the end of the discussion, summarize the key points and conclusions reached by the group. This shows your ability to synthesize information and ensures everyone is on the same page.
• Highlight Contributions: Acknowledge contributions from different members, which helps recognize the collaborative effort.

Following these expert tips can enhance your performance in group discussions, demonstrating strong communication, critical thinking, and teamwork skills.

Group discussions can be challenging, and making inevitable mistakes can hinder performance. Here are common pitfalls to avoid:

• Dominating the Discussion Taking over the conversation and not allowing others to speak can be aggressive and inconsiderate. It’s important to balance contributing your ideas with allowing others to share theirs.
• Interrupting Others Interrupting while someone else speaks shows a lack of respect and poor listening skills. Always wait for your turn and let others complete their thoughts before you respond.
• Speaking Without Preparation Starting to speak without having a clear understanding of the topic can lead to unclear and irrelevant points. Take a few moments to gather your thoughts before contributing to ensure your points are coherent and relevant.
• Being Passive Remaining silent or participating minimally can suggest disinterest or a lack of confidence. Make sure to engage actively and share your ideas while maintaining a balance.
• Focusing Solely on Quantity Talking too much without adding substantial value can be detrimental. Aim to make meaningful contributions rather than speaking just for the sake of it.
• Displaying Negative Body Language Negative body language, such as crossing arms, avoiding eye contact, or appearing disinterested, can leave a wrong impression. Use positive body language to show you are engaged and respectful.
• Getting Emotional or Aggressive Allowing emotions to take over can lead to unproductive arguments and conflict. Stay calm, composed, and professional throughout the discussion.
• Ignoring Others’ Opinions Disregarding or not acknowledging others’ viewpoints can create a negative group dynamic. Show that you value and consider different perspectives, even if you disagree.
• Lack of Structure Presenting your points disorganized can confuse others and weaken your arguments. Structure your thoughts logically to make them easier to follow and more persuasive.
• Failing to Summarize Not summarizing critical points at the end can leave the discussion without clear conclusions. Summarize the debate to reinforce the main points and show your ability to synthesize information.

Avoiding these common mistakes can help you perform better in group discussions, demonstrating your communication skills, respect for others, and ability to contribute effectively.

• Artificial Intelligence and its Impact on Jobs
• The Role of Data Science in Business Decision-Making
• The Role of Social Media in Shaping Public Opinion
• Climate Change and Environmental Responsibility
• Cryptocurrency: The Future of Finance?
• The Impact of Remote Work on Productivity
• Data Privacy and Security in the Digital Age
• E-commerce vs. Brick-and-Mortar Stores
• Gender Equality in the Workplace
• The Future of Electric Vehicles
• Mental Health Awareness and Its Importance
• The Pros and Cons of Universal Basic Income
• Influence of Pop Culture on Youth
• The Role of Education in Bridging the Skills Gap
• Sustainable Development: Need of the Hour
• The Ethics of Genetic Engineering
• Impact of Automation on Various Industries
• The Evolution of Space Exploration
• Artificial Intelligence in Healthcare
• Cyberbullying and Its Effects on Teenagers

These relevant topics offer various perspectives ideal for engaging and insightful group discussions.

Group discussions are an essential part of job interviews. They evaluate candidates’ communication, teamwork, and problem-solving abilities in a group setting.

To help you succeed, Great Learning offers free courses like: 

• Smart English Basics for Professionals
• Quantitative Aptitude Basics
• How to Prepare for an Interview

which will help you ace your group discussions. 

For more specialized preparation, consider the Post Graduate Program in Data Science and Business Analytics or in AI and Machine Learning . 

These programs provide in-depth knowledge and practical skills, equipping you to engage in discussions on trending topics in data science, business analytics, and AI and enhancing your readiness for the job market.

A group discussion in communication is a structured conversation among multiple participants in which they share ideas, opinions, and insights on a specific topic.  The goal is to collaboratively explore the subject, solve problems, or make decisions. A moderator often facilitates a group discussion to ensure productive and inclusive dialogue.

It’s essential to remain composed and assertive when faced with a dominant participant. Politely interject by saying, “I appreciate your point, but I would like to add…” or “Let’s hear what others think about this.”  This helps balance the discussion and ensures everyone gets a chance to speak.

The opening statement is crucial as it sets the tone for the discussion. A strong opening can capture your attention and establish your position.  Make it clear, concise, and relevant to the topic. If you’re not the first to speak, you can still make a significant impact by building on previous points.

Feeling nervous is common. Practice relaxation techniques such as deep breathing before the discussion.  Focus on listening actively and contributing thoughtfully rather than trying to dominate. Preparation and practice can also boost your confidence.

Balance assertiveness and humility by confidently expressing your points while remaining open to others’ ideas. Assertiveness involves standing by your views, whereas humility means recognizing that others may have valuable insights.

Disagreeing with the majority is fine if you present your points respectfully and logically. Support your arguments with evidence and be open to counterarguments. Constructive dissent can add value to the discussion.

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Types of Group Discussion: Strategies for Effective Discussions

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Group discussion is a valuable tool for learning, collaboration, and fostering critical thinking skills. Whether you are a student preparing for an exam, an educator looking for ways to engage your students, or a leader trying to solve a problem, understanding the different types of group discussions, topics, and strategies is essential. In this blog post, we will explore the various types of group discussions, how to choose a suitable topic, and strategies for facilitating meaningful and productive discussions.

Understanding Group Discussion

Group discussions are a form of interactive communication that involves a small group of individuals sharing their thoughts, ideas, and opinions on a specific topic. These discussions can take place in various settings, such as classrooms, organizations, or professional settings, and can serve different purposes, such as problem-solving, decision-making, or brainstorming.

Types of Group Discussion

Group discussions offer a dynamic environment for sharing thoughts, ideas, and opinions. They can be beneficial for learning, collaboration, and developing critical thinking skills . Let’s explore three types of group discussions: case-based discussions, topic-based discussions, and structured group discussions.

1. Case-Based Discussions

In case-based discussions, participants analyze and discuss specific cases or scenarios. They evaluate possible solutions or approaches, which helps develop problem-solving and analytical skills. By actively engaging with real or hypothetical case studies, participants enhance their ability to think critically about complex situations.

2. Topic-Based Discussions

Topic-based discussions center around a specific subject or theme. Participants express their opinions, present arguments, and explore different viewpoints. These discussions improve communication skills and foster critical thinking as participants analyze and evaluate various perspectives on a given topic.

3. Structured Group Discussions

Structured group discussions follow predefined formats or rules. A moderator guides the discussion by posing questions and facilitating conversation. This format ensures active participation and constructive exchanges, providing a framework for focused and productive discussions.

By understanding the different types of group discussions, participants can choose the most suitable format for their goals and create an engaging and interactive environment for meaningful conversations.

Choosing a Suitable Topic

Selecting an appropriate topic is crucial for a successful group discussion. Consider the following factors when choosing a topic:

1. Relevance to the Participants

The topic should be relevant to the participants’ interests, experiences, or areas of study. This helps create a sense of engagement and encourages active participation.

2. Controversial and Thought-Provoking

Controversial topics or those that require critical thinking and analysis can spark lively and meaningful discussions. Avoid vague or overly simplistic topics that do not stimulate thoughtful discussion.

3. Current Affairs and Real-World Issues

Discussing current affairs and real-world issues helps participants develop an understanding of the socio-economic and political landscape. These topics encourage participants to think critically and evaluate different perspectives.

Strategies for Effective Group Discussions

To make group discussions productive and engaging, consider implementing the following strategies:

1. Establish Clear Ground Rules

Start by establishing clear guidelines and expectations for the discussion. These ground rules should emphasize the importance of active listening, respectful communication, and equal participation. By setting a foundation of mutual respect and inclusivity, you create a safe and open environment for all participants to contribute their ideas.

2. Encourage the Expression of Diverse Perspectives

Promote a culture that values and encourages diverse perspectives. Encourage participants to share their unique viewpoints, experiences, and ideas. By actively seeking and embracing different perspectives, you enrich the conversation and foster a deeper understanding of the topic at hand. Remember that diversity of thought leads to more innovative and creative solutions.

3. Foster Lateral Thinking and Problem-Solving

Encourage participants to think critically and approach problems from various angles. Foster an environment that values and promotes lateral thinking, which involves exploring unconventional or alternative solutions. Encourage participants to challenge assumptions and consider different perspectives to generate innovative ideas and solutions.

4. Provide Structured Discussion Prompts

Prepare a list of discussion prompts or questions in advance to guide the conversation. These prompts should cover various aspects of the topic and encourage participants to think critically and express their thoughts. Structured discussion prompts provide a framework and keep the conversation focused and productive. This helps ensure that all important aspects of the topic are explored.

5. Facilitate Active Participation

Actively engage all participants to facilitate their active participation in the discussion. Encourage quieter participants to contribute by directly asking for their input or by creating a supportive environment that encourages them to share their thoughts. By ensuring that everyone feels heard and valued, you create a space for meaningful and collaborative discussions.

By implementing these strategies, you can make your group discussions more effective, inclusive, and thought-provoking. These approaches promote critical thinking, enhance problem-solving skills, and allow for the exploration of multiple perspectives. Remember that an open and respectful environment is key to fostering successful group discussions.

Common Challenges in Group Discussions and How to Overcome Them

Group discussions can be an effective way to generate ideas, facilitate collaboration, and arrive at well-informed decisions. However, there are common challenges that can arise during group discussions. Here are some of these challenges and strategies to overcome them:

1. Dominant Personalities

Some participants may have dominant personalities that can overpower the conversation, making others feel unheard or overshadowed. To prevent dominance, set equal speaking opportunities for everyone. Encourage active listening to make sure everyone’s voice is heard. If someone is dominating the conversation, try direct questions to other participants and redirecting the conversation towards the quieter members.

2. Groupthink

Groupthink occurs when the desire for group harmony leads to conformity and a lack of critical thinking. To avoid it, make sure to encourage diverse opinions, ideas, and perspectives. Assign a designated devil’s advocate whose role is to challenge proposed ideas. Anonymous ideation sessions and setting the tone of every idea is welcome helps in the same.

3. Lack of Focus

Conversations may easily veer off-topic or lack a clear focus, making it difficult to achieve the intended goals. Keep the conversation focused by setting and reviewing an agenda periodically. Encourage participants to take constructive breaks that revitalize their focus. Use summarizing techniques throughout the discussion to align the focus.

4. Unequal Participation

In some situations, certain individuals may dominate conversations while others stay silent. Encourage participation by assigning specific roles, and asking directly for input from quieter participants. Brainstorming techniques can be used like round-robin, think-pair-share, or small groups to ensure equal participation.

5. Conflict Resolution

Conflicts or disagreements may arise during group discussions, leading to stress and uncertainty. To handle conflicts constructively, encourage active listening, acknowledging different perspectives and viewpoints, facilitating open dialogue, and seeking win-win solutions. By creating an open and inclusive space to resolve conflicts, the group’s dynamics and outcomes will enhance positively.

By proactively addressing these common challenges, groups can have meaningful conversations that lead to actionable insights and productive solutions.

Technology and Group Discussions

Technology has revolutionized the way we communicate and collaborate in group settings. With the rise of virtual meetings, video conferencing, and online collaboration tools, it’s now easier than ever to conduct group discussions from anywhere in the world. However, with these benefits come new challenges as well. Here are some ways technology can impact group discussions and how to overcome them.

Pros of Using Technology in Group Discussions

Increased Flexibility and Accessibility : With online tools, group members can join meetings from anywhere, at any time. This allows for greater flexibility and accessibility, making it easier for people to participate in group discussions even if they are not physically present.

Improved Collaboration : Virtual tools allow group members to collaborate in real-time, regardless of their physical location. This makes it easier for members to share ideas and information, and work together to achieve a common goal.

Reduced Costs : Virtual meetings can significantly reduce costs associated with travel and facility rental. This makes it easier for groups with limited resources to conduct discussions without sacrificing the benefits of in-person meetings.

Cons of Using Technology in Group Discussions

Technical Difficulties : Technical difficulties can arise during virtual meetings, which can delay progress and cause frustration. This can be overcome by having all participants test the technology before the meeting and ensuring all participants have a stable internet connection.

Lack of Non-Verbal Cues : During virtual meetings, non-verbal cues such as body language and facial expressions can be difficult to read. To overcome this, group members must be clear and concise with their verbal communication.

Distractions : Since virtual meetings can be conducted from anywhere, it’s easy for participants to become distracted by their surroundings. To overcome this, establish ground rules for participants such as turning off notifications or finding a quiet space to participate in the discussion.

In conclusion, technology has revolutionized the way we conduct group discussions and collaboration. By being aware of the pros and cons of using virtual meetings and online collaboration tools, groups can take advantage of the benefits while mitigating the challenges.

Group discussions are an effective way to promote critical thinking, collaboration, and communication skills . By understanding the different types of group discussions, selecting suitable topics, and implementing effective strategies, educators and students can foster engaging and productive discussions. Remember to establish ground rules, encourage diverse perspectives, and provide structured prompts to make the most out of your group discussions.

Key Takeaways

• Group discussions can take various forms, including case-based and topic-based discussions.
• Choosing a relevant and thought-provoking topic is crucial for effective discussions.
• Strategies such as establishing ground rules and encouraging diverse perspectives enhance the quality of group discussions .
• Active participation and structured discussion prompts facilitate meaningful conversations.

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MBA admission: How to crack case-based group discussions?

• By:Surbhi Jain
• Date: 2018-11-27 14:13:32

Case studies or caselets are now an integral part of admissions to the MBA. Often, candidates should analyze small files during a group discussion (GD), instead of general topics. The idea is to examine the candidate's point of view, logical approach, quick thinking, and his problem-solving attitude before finalizing his/her candidature for the MBA program. The caselets do not require any prior knowledge of the subject. It is considered an effective way of judging the management qualities of a candidate required for admission to the B-School.

Read More- Predict your Percentile/Score through CAT Percentile/ CAT Score Predictor 

Although the Top management institutes (IIMs) have suppressed the group discussions, various leading business schools still continue to conduct case-based GDs some of the institutes are- XLRI-Jamshedpur, SPJIMR, Mumbai and NMIMS, Mumbai, etc. So what happens in a caselet? Mentors will give 10 minutes to the candidates to read a case summary followed by 10 minutes to write whatever we understood after that there will be a group discussion of 20 minutes. Let us figure out more about GD-based case studies in management institutes:

A case study is all about analysis because everyone gives the same information and therefore starts from the same base.

The case study topics are mainly related to current affairs. Current socio-economic environment, government policies, innovations, global economic climate or socio-political debates prevalent in popular media. Learn about as many case study topics as possible.

The purpose of these case-based GDs is to judge the knowledge, communication skills, leadership qualities and the ability of the candidate to make logical arguments and convince the opposing party, qualities needed to be a good manager.

Read more- GD/PI Tips for MBA Colleges in India

Here are some tips for solving case-based group discussions:

Refer to the topics covered in the GDs of your target institute. You can collect this information online or from coaching institutes. Take note of the topics covered over the years, it is very likely that the topics will go in the same direction this year as well.

Read newspapers, journals, magazines and watch current affairs programs to find out what's going on around you. Case-based GDs typically focus on business and economic issues that affect the social and political climate. Read editorials and articles based on hot topics, so you can use them while making your point of view during GD.

Meet up with your friends who are also MBA aspirants, form a group and hold a case-based group discussion. Exchange ideas, observe and develop confidence.

  In case-based GDs, around five minutes are given to prepare, so use this time wisely. If the case is about a topic where the decision is to be made, quickly think of points to back your ‘to’ or ‘for’ stand and choose one. If the subject is such that a decision has already been made and the group has to decide whether it is right or wrong, re-choose aside after quickly weighing your points.

What should be the right approach?

Approach which can identify the crux of the problem, can logically analyze it and can suggest an alternate course of action to solve it, is the right approach.  Know the steps that will lead you to solve it

Step1:  Attentively read the caselet, following the important points Step2:  Understand the objectives of the organization Step3:  Get to the core of the problem and its causes  Step4:  Identify and focus on the obstacles and constraints of the issue in achieving the desired goals Step5:  Find out the alternatives, analyze them and pick out the relevant ones. Step6:  Filter all of the alternatives and choose the most appropriate one. Step7:  Frame the course of action to implement the decision

Read more- CAT Score vs CAT Predictor

A few don’ts for caselet exercises-

• Do not be anxious and hyper even if you are not able to fully understand the situation or unable to identify the problem at first. read again it a little slowly, it will help you better understand.
• Do not jump on the conclusions; try to move step by step.
• Do not panic if you are unable to find an appropriate solution. Your analytical skills, the logical process of identifying the problem and the moving towards its solution will also be evaluated.
• Do not be in a hurry to speak without arriving at some logical analysis and solution strategy. When you speak, be relevant and to the point.

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Some Questions Benefit from Group Discussion. Others Don’t.

• Joshua Becker,
• Douglas Guilbeault,
• Edward “Ned” Smith

Research suggests the wisdom of the crowds falls short when it comes to yes-or-no questions.

Research on the concept of “collective intelligence” has shown that in many cases, groups tend to come up with more accurate estimates after discussing a question than individual experts do on their own. However, a new study found that while this holds true for quantitative questions — i.e., “How long will the project take?” — groups are actually less accurate than individuals when it comes to yes/no questions, such as, “Will the project be done before the deadline?” . Based on this nuanced distinction, the authors offer three strategies for managers to reap the benefits of group deliberation without falling prey to its downsides: Focus teams on discussing data, not predicting outcomes; separate “How Much?” questions from “Yes or No?” questions; and continuously capture data on group dynamics and team members’ strengths and weaknesses to inform future decision-making.

When you’ve got a difficult question to answer, do you consult multiple experts to get a sense of their individual views, or ask a group to deliberate together? Studies on the concept of collective intelligence suggests that when managed properly , asking a group can lead to more accurate estimates than simply averaging the recommendations of multiple independent advisors.

• JB Joshua Becker is an Assistant Professor of Organizations and Innovation at the UCL School of Management, University College London. Joshua’s research on collective intelligence and decision-making is informed by over 10 years’ experience as a practitioner in conflict mediation and decision facilitation.
• DG Douglas Guilbeault is an Assistant Professor in the Management of Organizations at the Haas School of Business, University of California, Berkeley. He is also a faculty affiliate at the Berkeley Institute for Data Science (BIDs). Douglas teaches People Analytics at Haas, and his research focuses on collective intelligence and organizational culture.
• ES Edward “Ned” Smith is an Associate Professor of Management and Organizations at Northwestern’s Kellogg School of Management. Ned’s research examines how people and organizations come to utilize (and sometimes squander) the resources available to them in their surrounding social networks. Ned is the co-director of Kellogg’s executive program on change management and teaches additional course on organizational design, strategic alliances, and causal inference.

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Practice Case Studies: Long

• The Exotic Melons: You are the manager (Worldwide Sales Cock and Bull Melons) in a Dubai-based company that deals in selling exotic fruits. Cock and Bull Melons are a special variety of melons that can be cultivated only on the sandy dunes surrounding the Cock and Bull oasis in the Sahara desert. Worldwide demand and supply have been quite stable so far at 100 melons a year, with the supply being just sufficient to cover the demand. Cock and Bull Melons have traditionally been sold to the sheikhs in the Middle East, and Hollywood and Bollywood actors and actresses. Their exorbitant prices take them out of reach of common people.  In January 2002, the research centre at Punjab Agricultural University (PAU), India discovers that Cock and Bull melons can cure the fatal MarGaya syndrome in pregnant women, which kills both he mother and the child. Also, it can cure the fatal MaraGaya syndrome in diabetic patients. Both these symptoms are very rare. Unfortunately for you, in May 2002, the MaraGaya syndrome strikes 2000 people in America and the MarGaya syndrome strikes 1000 pregnant women in Sweden. 100 Cock and Bull melons are required to cure the 1000 cases in America while 100 are required to cure the Swedish problem. You know that the patients in both the countries cannot afford the high cost of Cock and Bull melon treatment. You also know that the revenues from treating patients would be much lower than selling them to sheikhs and film stars.  You are in a real dilemma. What would you do?
• Confidential Information? Mr. SecretKeeper is a Corporate Head (HR) in a company. He is very nice and gets along well with all people. People often consult him for help and advice. One person (named “Mr. A”) approaches him for a job because he is right now jobless. Mr. SecretKeeper takes the guy's qualifications and asks him to come after a week however, since no job available. He keeps frequently postponing the job offer. Mr. A keeps visiting the HR head, Mr. Secret Keeper, often and becomes his close friend. Then, one day, Mr. A confides with the HR Head “I was in prison for 18 years for a crime that I had not committed. With two years remaining of the sentence, I ran away from jail. Even now, police is in look out for me.” Mr. SecretKeeper tells the person to go home and that he would give him a job. However as soon as he leaves, Mr. SecretKeeper calls up the police and gives the details of Mr. A and asks them to arrest Mr. A. Because of this betrayal of trust by the HR head, people in the organisation have started losing faith in him. A senior person in the office complains to the VP that the Mr. Secret Keeper has “broken faith”, so others could not come to him. Assume that you are the VP of the company. What would you do about the situation?
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• In a fix! You are the young dynamic, blue-eyed boy (girl) in a firm, which is a known leader in the industrial oils business. Under your leadership, the company has done extremely well in a slow, sluggish, mature market and has also effectively warded off competition from the superior industrial oil segment. However, as a young blooded individual, you decide that the company should branch into something more glamorous and contemporary. You manage to convince the top management to get into the film-making business. The film-making business is started as another division, where the systems and processes are kept the same to have uniformity across businesses. You manage to hire top talent in this field Mr. A, Mr. B and Mr. C from different competitors. You have big hopes from the trio as these people have come together as a team for the first time. You grant every freedom to these people to recruit their own subordinates. Barely a month after the film-making business has started, you are in a fix! Mr. B throws his cap, sheds a zillion tears and tells you in a choked voice that he would rather die than continue with your business. A couple of months later Mr. C blames your policies and quits. Your six monthly profit and loss statement shows that film-making business had been a horrific disaster. The only remaining member of the star trio, Mr. A says that the business is slightly out of form and that he might deliver if you grant him complete freedom.  You can now see your own future as dark as the industrial oils your company specializes in. You are wondering what went wrong and what should you do now?

• Tension on the job: Sujit Bhattacharyya (Bhola) had been an exceptionally bright student throughout his studies at IIT-Kharagpur. He devoted four years in pursuit of academic excellence. He had very few friends. Few peers liked him, but he was the darling of all his professors. Bhola joined TELCO from the campus as production supervisor in charge of vehicle assembly. Bhola used to manage shop floor operations consisting of truck assembly and in a shift 30-33 operator used to report to him. The IQ level of a typical operator could be compared to that of a class VIII student, but years of experience had made them confident about their job. GRAB THE OFFER: Kick start Your Preparations with FREE access to 25+ Mocks, 75+ Videos & 100+ Chapterwise Tests. Sign Up Now The operators, by virtue of doing the same job for so many years, had developed a highly robotic style of functioning and were highly resistant to change. The trade union was powerful and exercised a lot of leverage with the management, to secure incentives and overtime payment, which were fixed at a uniform rate across the departments. Nilesh was an operator in charge of front axle assembly. The number of trucks that rolled out of the factory was equal to the number of axles assembled. Thus, Nilesh was looking after a highly sensitive assembly operation. Nilesh, lately, had lost a lot of money in the stock market, had frequent quarrels with his wife and many times used to come drunk to the shop floor. His abrasive behavior had caused a lot of worry to Bhola. Nilesh also started absenting himself from duty and became casual in his approach. Subsequently, Nilesh was transferred to the quality control department to reduce his physical workload. Bhola found it very difficult to find a suitable replacement for Nilesh in the assembly area. He had to frequently interchange workers who were unable to cope with the high pressure work at the axle assembly. They deliberately started going slow, and thereby, affected productivity. Bhola did his best to pinpoint the problem. He was under tremendous pressure from the top to increase productivity to previous levels. The workers started demanding additional incentives and overtime payments. The management, on the other hand, was opposed to any change in the incentive structure. Bhola was helpless. He tried his best and at times did the work himself. The workers, sensing that Bhola had little control over them, became more aggressive and further slowed their work. Bhola suffered an emotional breakdown and had to stay away from work for two months.  Discuss what the main issues in the case are and what would be your approach in this situation.
• Tuna-Tuna Lactuna!: The Minicoy Canning Factory (henceforth MCF) was set up by the Lakshadweep administration in 1969 with an aim to step up fishery production, provide employment and enable fishermen to sell their excess fish for better returns. MCF could produce only up to 150,000 cans per year because of labour constraint. However, due to excess production, by September 2001, MCF had accumulated an unsold inventory of 150,000 cans amounting to Rs. 12,807,700. In 2001, 64,322 cans were sold resulting in a turnover of Rs. 6,302,500 and a profit of Rs. 810,380. Competition for MCF came from Integrated Fisheries Project (henceforth IFP), a government undertaking set up with an aim to introduce and popularize diversified fishery products in rural and urban markets. MCF canned a type of tuna called Skipjack tuna, whose meat was harder and different in taste as compared to Yellow fin tuna canned by IFP. The distributors felt that higher price of Skipjack tuna was the culprit for lower sales vis-à-vis IFP. The higher price was on account of higher overheads for MCF attributed to lower volumes. IFP also had a stronger dealer network and a much larger promotion budget.  The demand for canned tuna is concentrated in upcountry areas. However, the sale of MCF's tuna to these regions has been low. Sales enquiries had also been received from the Middle East, but no action had been taken on them. Markets other than the retail market were also being explored. The management of MCF was pondering over what the problem was and what could be done to resolve it amicably, both in the short term as well as in the longer term.
• Et tu Brutus!: Yahan Gadbad Inc. is a reputed multinational that specialized in organizing beauty pageants. The protagonists of this piece, besides you (of course), are Mr. Bhartus, the HR Manager and Mr. BigMouth, the flamboyant hospitality manager. Mr. BigMouth has been in Yahan Gadbad Inc. for over a decade now, during which he has successfully organized half a dozen pageants at exotic locales around the world. People in Yahan Gadbad swear by his integrity and professionalism and he has been the role model in the company for the last decade. Mr. Bhartus and Mr. BigMouth were good friends. One day after they had had a drink too many, Mr. BigMouth said to Mr. Bhartus, “Bhartu, I have something to confess to you. Bhartu dear, please listen to me as a friend and not as an HR manager”. “Of course Biggie!” said Mr. Bhartus, “I have big stomach. I can digest any secret”. Mr. BigMouth then said, “Do you remember the pageant we had in Polynesian Islands? You know, Bhartu the human heart is frail. I kind of got bowled over by a contestant. We had a week of debauchery. I rigged the contest to help her get the second runners up title”. In spite of the promise made to Mr. BigMouth, Mr. Bhartus comes to you (President, Yahan Gadbad Inc.) with the information. You think aloud, “Damn! What do I do now? The HR department handles confidential information and this fool could not keep a secret. On the other hand… God! Please guide me!”
• Student's BIG problem: In an institute AIM, the students' council is selected by a voting wherein each student is allocated a vote for each position in the council. The council is supposed to undertake activities of students' interests. Each student pays Rs. 50 per year towards council dues. Extending the brief of the council, it decides to add responsibilities and projects. As a first, it introduces a scheme for students wherein it provides them stationary and hosiery at a subsidized price. This is to be done on a no-profit no-loss basis. Initially, it is done only for a select group of students as a pilot exercise.  Extending in the first month, the council has a sale of Rs.3500. They make a profit of Rs. 300. Seeing this, the council decides to expand its store for the complete instituted. They buy goods worth Rs.15000 for the first time and Rs 10000 the second time. In order to buy these goods, it takes loan of Rs.8000 at an interest of 18% per annum. Rumors of bungling of money start floating around the campus. Some council members are alleged to have taken money from the store and the council funds. As a result of these rumors, some students begin to boycott the council and start to doubts its intentions. In addition, they allege that the store was supposed to be on a no profit no-loss basis, but still it aimed at earning profits.  On complaints to the institute authorities, the store is closed for business till further notice, pending an internal investigation into the matter. As a result of the store closure, the council is left with stocks of Rs.13500. In addition, the council also has to repay Rs. 8000 plus interest to the financial institution. In the present scenario, what could be the possible solutions?

• The Video Games Case You are the CEO of a large, diversified entertainment company. A division of your firm manufactures video games. The division is the third largest manufacturer of hardware in the industry and has a 10% market share, with the top two having 40% and 35% respectively. The industry growth has been strong, though over the last few months, the overall industry sales growth has slowed a bit. The division's sales have increased rapidly over the last year from a relatively small base. Current estimate is annual sales of 500,000 units for your division. The selling price of the basic Video Game unit (hardware) is Rs. 1000. The current cost of manufacturing a unit is Rs. 700, excluding the marketing costs. The top two competitors are estimated to have a 10 to 15% cost advantage currently. The division currently exceeds corporate return requirements; however, margins have recently been falling. The product features are constantly developed (e.g., new type of remote joy stick), to appeal to the segments of the market. However, the division estimates much of the initial target market (young families) has now purchased the video game hardware. No large new user segments have been identified .  Recently, a request has come to you, the CEO, for approval of Rs. 20 Cr. for tripling the division's capacity. The requested expansion will also reduce the cost of manufacture by 5 to 7 % from the present value. Should you approve the expansion?
• Bow Bow! You are the General Manager (Procurement) in a large, international trading firm, Idhar Udhar Inc. Your current responsibilities involve procurement of rats, dogs and cats from the dark interiors of Africa and selling them at a profit in developed countries as pets. Of these products, dogs are extremely seasonal, being available only from the middle of May to the end of August. You are expecting a bumper season this time around. Also, the price of dogs in the developed countries being at an all time high, you are expecting record profits which would, in a swift move, also put your career on the fast track.  Bang in the middle of the procurement season, an internal audit reveals that Mr. Ghotala Doggy, your star manager (Procurement Dogs) has siphoned off Rs. 20,000 from company funds. Mr. Doggy has excellent relations with the suppliers and you know that it would be impossible to meet targets without him. On your questioning, Mr. Doggy reveals that he had taken the money for paying the medical bills of his daughter, Ms. Bitchy Doggy, who was seriously ill.  Following this incident, audits were conducted in other divisions and irregularities were found there also. However, since your division was the first where such an incident took place, people are looking at you to set a precedent. Your company lays extreme emphasis on personal integrity and this is the first time in the company's century old history that such an incident has occurred. What would you do?
• The Dilemma! You are the GM (HR) of a small firm involved in manufacturing and selling AM/FM radios. Of late, sales of radios have declined due to emergence of TV, Cable etc. The main departments are the production, marketing and accounting.  Bharat is a clerk in the accounting department. He has been with the company for 15 years now. He knows the job well, but of late, is increasingly coming late for work. He is married with two children and he cites family problems as the cause of late arrival on job. Every time he promises to mend his ways, but has not done so till date.  Om is the production supervisor. He has been with the company since its inception 30 years ago and commands a lot of respect from his workers. But, age is catching up on him fast. Also, the much younger workers are increasingly questioning and resisting his authority. If chucked out of the job, it might be difficult for him to find another job at his age. He is due to retire in another two years. Jai is a young MBA in marketing from a major B-School. He joined the company a year ago and started new advertising and marketing campaigns, at a tremendous cost to the company. His plans met with initial success, but then the sales were back to its initial levels. He handles the company's dealers in the northern region. But, his initial success seems to have gone to his head. He increasingly feels discontented when some of his new ideas are turned down by the higher management.  Jagdish is a marketing executive with the company for the last 6 years. Though not an MBA, he was still hired for the job due to his sharp acumen. In the years to follow, with an increasing mumber of MBA's joining the company, he was denied promotion last year. This caused bouts of deep depression, from which he recovered after two months. After that, he has been complacent in his work and sometimes even rude to the customers.  In a desperate cost-cutting measure, your company decides that it must reduce the workforce as a first measure. These four are the possible candidates for job termination. You, as a group, have to decide how many you will sack, which ones, and why?

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Roula Khalaf, Editor of the FT, selects her favourite stories in this weekly newsletter.

This is the latest in an FT series of mini case studies on business dilemmas, for exploration in the classroom and beyond. Read the argument and then consider the questions raised in the box below

Across the western world, big pay rises for chief executives have triggered shareholder dissent.

In May, aerospace group Boeing’s outgoing chief executive David Calhoun was awarded a pay rise of 45 per cent to $32.8mn despite shareholder opposition, following a series of recent incidents and accidents .

In March, the board of pharma giant AstraZeneca proposed to pay chief executive Pascal Soriot £18.7mn. Two proxy advisers called the package “ excessive ”, but one major shareholder argued Soriot was “ massively underpaid ” and the package was approved. Also in March, a proposed increase to the fixed salary part of Banco Santander executive chair Ana Bótin’s package drew fire from adviser ISS.

These debates about executive pay, on both sides of the Atlantic, raise questions about the checks and balances on remuneration.

ISS research found that chief executive officers’ pay went up by 9 per cent in the US in the first part of 2024, even when company performance went down. And, in response to a widening pay gap between US CEOs and their European counterparts, many FTSE 100 companies have also proposed significant pay rises this year.

To retain senior executives, the chair of UK-based medical devices maker Smith & Nephew argued it was necessary to raise pay for US executives working at “Brilo” companies: “ British in listing only ”. The head of the London Stock Exchange Group even called on investors to support higher executive pay , to prevent UK-based companies that generate only a “ fraction of their revenue in the UK ” relocating to the US.

Research on the effects of CEO pay on performance is extensive but many questions remain. Some work suggests that long-term stock options most effectively align incentives between shareholders and executives, and that large differences between senior and junior employees may be associated with higher long-term profitability. Other studies warn that high pay and large differentials may undermine the extrinsic motivation of top executives and hurt employee morale.

Executive pay is subject to a company’s governance. In line with the OECD’s principles of corporate governance , the board of directors establishes a remuneration committee, which proposes the components and level of the CEO’s and executive team’s remuneration. Ultimately, shareholders vote on this proposal at the company’s annual general meeting.

Occasionally, a board of directors is criticised for not having done its work properly. In January, the Delaware Court of Chancery turned down a $55.8bn pay deal proposed by the Tesla board for Elon Musk. The judge said the board behaved “like supine servants of an overweening master” and the chair’s objectivity had been compromised by “ life-changing ” sums of money she received when selling Tesla shares worth $280mn in 2021 and 2022. Musk replied that Tesla should move its headquarters from Delaware to Texas.

In theory, when the board fails, shareholder democracy should kick in. But it is rare for an AGM to vote down a remuneration package. One exception was in May 2023, when Unilever shareholders rejected a base salary increase for Hein Schumacher, the incoming CEO.

Sometimes, a large minority will vote against a pay proposal, as happened with the €36.5mn package put forward for carmaker Stellantis’ CEO, Carlos Tavares , in April. However, while such signs of dissent may be embarrassing, they rarely change the outcome.

There are concerns, therefore, that shareholder democracy is not functioning properly.

One explanation for this is that an increasing percentage of shares is owned by passive investors such as BlackRock, Vanguard and State Street. They act on behalf of other financial actors, such as pension funds, but rarely voice opinions on CEO pay. In 2020, BlackRock, the world’s largest passive investor, announced that, by the year-end, “all active portfolios and advisory strategies will be fully ESG integrated” — raising hopes among activists that executive pay would be linked to environment, social and governance standards. But the recent anti-ESG backlash has left some boards uncertain if, and how, to link remuneration to sustainability goals .

A second explanation, as at AstraZeneca and Banco Santander, is that proxy advisers play a growing role. Many institutional investors delegate their voting rights to these specialists. The two largest of them — ISS and Glass Lewis — control most of the proxy advisory market and state opinions on a growing variety of issues . As a result, board members increasingly complain about the influence on pay that these advisers have.

To many critics, then, shareholder democracy is failing in arbitrating on fair executive pay.

Questions for discussion

In your view, has CEO pay become excessive?

Should European CEO pay follow the levels set by US companies?

How credible is the risk that European companies will move their head office to another state or country? How damaging would this be to the original state or country?

How do you evaluate the growing role of passive investors in a corporate governance context?

Have proxy advisers become too powerful?

Should executive pay be based more on ESG criteria?

In your opinion, is shareholder democracy failing us when it comes to executive pay? Why (not)? If so, what should be done to improve it?

Should executive pay be capped? What would be the benefits? What would be the cost?

Read more FT ‘instant caselets’ at ft.com/business-school

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International Edition

• Open access
• Published: 11 June 2024

Perception of enhanced learning in medicine through integrating of virtual patients: an exploratory study on knowledge acquisition and transfer

• Zhien Li 1 ,
• Maryam Asoodar 1 ,
• Nynke de Jong 2 ,
• Tom Keulers 3 ,
• Xian Liu 1 &
• Diana Dolmans 1  

BMC Medical Education volume  24 , Article number:  647 ( 2024 ) Cite this article

286 Accesses

Metrics details

Introduction

Virtual Patients (VPs) have been shown to improve various aspects of medical learning, however, research has scarcely delved into the specific factors that facilitate the knowledge gain and transfer of knowledge from the classroom to real-world applications. This exploratory study aims to understand the impact of integrating VPs into classroom learning on students’ perceptions of knowledge acquisition and transfer.

The study was integrated into an elective course on “Personalized Medicine in Cancer Treatment and Care,” employing a qualitative and quantitative approach. Twenty-two second-year medical undergraduates engaged in a VP session, which included role modeling, practice with various authentic cases, group discussion on feedback, and a plenary session. Student perceptions of their learning were measured through surveys and focus group interviews and analyzed using descriptive statistics and thematic analysis.

Quantitative data shows that students highly valued the role modeling introduction, scoring it 4.42 out of 5, and acknowledged the practice with VPs in enhancing their subject matter understanding, with an average score of 4.0 out of 5. However, students’ reflections on peer dialogue on feedback received mixed reviews, averaging a score of 3.24 out of 5. Qualitative analysis (of focus-group interviews) unearthed the following four themes: ‘Which steps to take in clinical reasoning’, ‘Challenging their reasoning to enhance deeper understanding’, ‘Transfer of knowledge ‘, and ' Enhance Reasoning through Reflections’. Quantitative and qualitative data are cohered.

The study demonstrates evidence for the improvement of learning by incorporating VPs with learning activities. This integration enhances students’ perceptions of knowledge acquisition and transfer, thereby potentially elevating students’ preparedness for real-world clinical settings. Key facets like expert role modeling and various authentic case exposures were valued for fostering a deeper understanding and active engagement, though with some mixed responses towards peer feedback discussions. While the preliminary findings are encouraging, the necessity for further research to refine feedback mechanisms and explore a broader spectrum of medical disciplines with larger sample sizes is underscored. This exploration lays a groundwork for future endeavors aimed at optimizing VP-based learning experiences in medical education.

Peer Review reports

In Medical Education, a persistent challenge lies in the bridge between acquiring theoretical knowledge and applying it in real-world clinical scenarios. Many medical students struggle with translating their classroom learning into practical settings. The primary challenge lies in effectively translating the concepts students have learned into authentic patient interactions. This gap is particularly concerning because it affects the quality of patient care, as medical students are not just learning to acquire knowledge but must be able to apply this knowledge in complex healthcare settings.

One approach to address this challenge is the use of Virtual Patients (VPs), a computer-based simulation of real-life clinical scenarios for students to train clinical skills [ 1 ]. Research has shown that using VPs in the classroom can effectively improve various aspects of learning, from core knowledge and clinical reasoning to decision-making skills and knowledge transfer [ 2 , 3 , 4 , 5 ]. The VPs provide students with the opportunity to practice skills in a safe and controlled simulation environment.

Recent studies have focused on optimizing the design and arrangement of VPs as part of learning activities to facilitate both knowledge acquisition and retention [ 6 , 7 , 8 ]. For instance, Verkuyl, Hughes [ 8 ] demonstrated that using VPs as gamification tools can improve students’ confidence, engagement, and satisfaction.

However, studies focusing on the specific factors that contribute to these improvements when integrating VPs into the classroom are limited, particularly in understanding how to use VPs in the classroom to facilitate the transfer of knowledge students’ gain from the class to the subsequent studying stage of their education and eventual practice.

Acquisition and transfer of knowledge are critical factors in medical education, as medical students must be able to apply their knowledge and skills to real-world clinical scenarios [ 9 ]. Research suggests that for the effective transfer of knowledge, students should be immersed in authentic environments, enabling the transition of learned competencies to advanced stages [ 10 , 11 , 12 , 13 ].

Despite the consensus on the efficacy of VPs as a tool, there is a gap in understanding how to integrate VPs in the classroom to optimize students’ learning, especially in facilitating learning transfer. The effectiveness of VPs is not just in their use but also in how they are used by students to enhance their understanding on how to reason and make decisions about medical treatments when dealing with clinical cases. Without a clear and deep understanding, we risk underutilizing their potential and losing opportunities for medical students to become well prepared for real-world clinical scenarios.

Certain elements, such as role modeling instruction [ 14 , 15 , 16 ], using various authentic cases [ 17 , 18 , 19 ], and engaging in peer discussions on feedback [ 20 , 21 , 22 ], emerge as potential key components that could be integrated to maximize the knowledge acquisition via VPs. For instance, Stalmeijer, Dolmans [ 23 ] show how an expert, serving as a role model, provides guidance that facilitates student learning by demonstrating clinical skills and reasoning out loud. While there is ample evidence supporting the advantages of inclusion of VPs in education, there is not enough research focusing on the detailed aspects of effective instructional design techniques. This paper delves into these components, seeking to understand how the VP integration influences students’ learning and knowledge transfer. Figure  1 shows the theoretical framework of how integrating VPs in class affects students’ learning and might impact the transfer of learning in a simulated VP environment to practice.

Relationship of implementing, impact factor, and transfer of training

This exploratory study aims to investigate how instructional design elements such as role modeling, various authentic cases, and peer dialogues on feedback within VP sessions affect students’ learning from the learner’s perceptions. The core research question in this study focuses on how the implementation of role modeling, various authentic cases, and peer dialogue on feedback in VPs, influences learners’ perception of knowledge gain and transfer in personalized medicine.

The study was conducted at Maastricht University in the elective course, “Personalized Medicine in Cancer Treatment and Care”. This course is open to second-year undergraduate medical students of Maastricht University.

Participants

Initially, 24 students enrolled in this course for the academic year of 2022–2023, and 22 students participated in the Virtual Patient session. In total, 19 students voluntarily completed the survey designed to evaluate their experiences and perceptions of the Virtual Patients session. Thereafter, 9 of the 19 survey respondents voluntarily agreed to participate in three focus group interviews, with 2–4 students in each focus group. Students were informed that participation in this research study had no impact on student’s academic performance or their continuation in their studies.

Intervention

The instructional approach for the VP cases was structured in a specific format for the students. Figure  2 shows the instructional design for VP integration. The first stage was a role-modeling phase, where an expert demonstrated the clinical reasoning process using VP Case A. This was followed by a practice session where students worked in pairs on two different VP cases (Case B and C). After that, students formed two larger groups each including 5 or 6 students, and discussed the system feedback that was provided by VP platform. Finally, the expert summarized the session and addressed students’ questions. The whole intervention lasted 120 min. Figure  1 gives an overview of the intervention steps.

The flow of integrated virtual patient session

1. Role modeling (30 min): The intervention started with an expert, a clinician with teaching experience, demonstrating a clinical case (Case A) and showing the clinical reasoning process by thinking aloud. The expert served as a role model in showcasing the approach toward clinical problem-solving, provided supportive information, and demonstrated how to proceed through the case. The aim of the role modeling session was to empower students to apply the insights and methodology gained from experts in case A to solve subsequent cases (case B and case C), Although these cases shared similarities in underlying principles, they diverged on patient characteristics such as age, complications, and smoking history that can influence patient treatment outcomes.

2 and 3. Two VP pair tasks (20 min each): In this segment, the 22 participating students were paired, resulting in 11 pairs. These pairs were then divided into two groups. Group 1 (6 pairs) and group 2 (5 pairs) alternated in going through Case B and Case C to account for the practice effect. These cases were variations of the clinical cases introduced during the role-modeling demonstration, differing in patient characteristics such as age, complications, and smoking history to challenge the students’ reasoning. Students were encouraged to work collaboratively.

4. Feedback discussion (30 min): Upon completion of the VP cases, an automated feedback is immediately provided about the reasoning analysis. Participants were instructed to save this feedback for later discussion. After that, Students were organized into groups of six, based on the sequence in which they engaged with the cases. For instance, those who first practiced with Case B and then proceeded to Case C formed Group (1) Conversely, students who started with case C and then moved on to case B were assembled into Group (2) To foster meaningful dialogue, students engaged in discussions focused on the feedback generated by the Virtual Patient system, guided by a printed discussion guide distributed to each group (see Appendix 2 ). The discussion aimed to deepen students’ understanding and enrich their conversations about the cases they had just completed.

5. Plenary (15 min): This part lasted 15 min. Hosted by the expert to summarize the session and address questions or doubts raised by students.

During the practice and discussion sessions, the expert circulated among the groups to offer additional guidance and support.

The virtual patient cases

Three Virtual Patient (VP) cases (Case A, B, and C) were created to enhance students’ comprehension of specific concepts, knowledge, and skills in clinical reasoning. The VP practice was developed on the P-Scribe ( www.pscribe.nl ) learning platform, a web-based e-learning system based in the Netherlands. The platform facilitates the design and implementation of text-based VP sessions (Appendix 4 ).

While these cases shared a foundation on authentic head and neck cancer treatment, they were characterized by varying patient characteristics in terms of age, gender, and medical history (anamnesis).

VP case flow chart

Within each VP case, students were presented with a scenario related to neck cancer. Figure  3 shows the chart of a VP case. Each case starts with an overview of the patient and their medical history which students had to use to make an initial assessment. After this, students encountered a mix of multiple-choice and open-ended practice questions. These questions guided students in planning diagnostics, formulating a diagnosis, and devising a treatment plan tailored to the patient’s specific needs. Immediate feedback was provided after students submitted each response, and comprehensive summative feedback was given at the conclusion of each case to foster understanding and learning from any potential misjudgments or oversights (See Appendix 4 ).

Measurement instruments

Learning-perception survey : The survey (Appendix 1 ) consisted of 20 items, structured into five primary sections: general experience, intended learning outcome, role modeling, practicing with various authentic cases, and reflection on peer dialogue around feedback. The first item asked about students’ general experience through the whole session. The second item focused on their perception of intended learning outcomes. Six items then focused on the students’ perceptions of learning through role modeling followed by 5 items addressing perceptions related to their learning on practicing with authentic cases. The final seven items explored students’ perception of learning from dialogue around feedback. Participants indicated their level of agreement for each statement using a 5-point Likert scale: 1 denoting “Strongly Disagree”, 2 for “Disagree”, 3 for “Neutral”, 4 for “Agree”, and 5 for “Strongly Agree”. For interpretation, average scores below 3 were considered as “in need for improvement”, those of 4 or higher as ‘good’, and those between 3 and 4 as ‘neutral’.

Focus group interviews : Three focus group interviews (Appendix 3 ) were conducted to dive deeper into students’ perceptions of their learning experience, knowledge gain, and knowledge transfer in real-world settings. The focus group took place after the survey and the survey data did not affect the development of the focus group questions. In focus group 1, two students, in focus group 2, two students and in focus group 3, five students participated. The interviews were structured around a series of questions that explored students’ perceptions of their learning across specifically designed sections. These sections included Role Modeling, Practice with Various Authentic Cases, and Dialogue around Feedback. The structure aimed to understand students’ perspectives on each key component of the learning sections.

The analysis of the survey data was conducted by calculating the mean, standard deviation, and the Alpha Coefficient for the responses pertaining to each of the five key dimensions of the survey. The mean score provided an indicator of the average student perception, while the standard deviation offered insights into the variability of the responses. The Alpha Coefficient, a measure of internal consistency, was computed to assess the reliability of the survey dimensions. Through these statistical measures, an overall understanding of the students’ perceptions regarding the various aspects of the Virtual Patients was attained, facilitating a robust analysis aligned with the research objectives.

The focus-group interview data were analyzed following the thematic analysis procedure set out by Braun and Clarke [ 24 ]: (1) familiarize yourself with your data, (2) generate initial codes, (3) search for themes, (4) review themes, (5) define and name themes, and (6) produce the report. The interview was guided by pre-existing frameworks or theories in medical education. This ensured the capture of major aspects of the VP learning experience as underscored in the existing literature: role modeling, using various authentic cases, and peer dialogue around feedback [ 16 , 17 , 18 , 20 , 21 ]. The focus group interview was recorded, transcribed, and coded by three team members and ordered in initial themes (Z.L, M.A, and X.L). These themes were discussed with the larger team. We used a process of inductive and deductive analysis and used the three design principles of role modeling, practice with various authentic cases, and group discussion on feedback as sensitizing concepts to study the data [ 24 ]. Thereafter, quantitative and qualitative analyses were collectively appraised, compared, and checked for inconsistencies. In this triangulation, the themes identified in focus-group interviews were explanatory to the descriptive statistics of the survey.

Trustworthiness

Several measures were taken to enhance the study’s trustworthiness. First, triangulation was achieved by employing multiple data collection methods, including surveys and focus group interviews. The interview data collection continued until saturation was reached, ensuring a comprehensive understanding of the student’s experiences and perceptions. Secondly, the coding process followed an iterative approach. Team members initially coded transcripts independently, and then met to reach a consensus before moving on to code subsequent transcripts. Three researchers conducted the coding independently to minimize bias and enhance the validity of the findings. Finally, a member check among a sample of the focus group interviewees was conducted. In response to the question asking whether they agreed with summaries of preliminary results and would provide comments, confirmatory responses were received as well as some minor additional comments and clarifications. The latter were taken into account in the analysis and interpretation of the data.

Ethical approval

The Maastricht University Ethical Committee reviewed and approved this study. The approval number is FHML-REC/2023/021.

The findings from both the survey data and focus group interviews were presented to explore students’ perceptions of the effectiveness of the Virtual Patient (VP) Session in enhancing their clinical reasoning skills.

Survey data

The survey explored students’ perceptions across five key dimensions: General Experience, Intended Learning Outcome, Role Modeling, Practicing with Various Authentic Cases, and students’ reflection on Peer Dialogue around Feedback. The students scored the VP sessions on 20 items (Table  1 ). The scores varied between M = 2.95 to M = 4.58, on a scale of 1–5.

For the General Experience of Virtual Patient Session (Items Q1-Q2) the average score was M = 4.13 (SD = 0.70). Specifically, the overall experience was positively rated at M = 4.11. The component that assessed the improvement of clinical reasoning skills received an average score of M = 4.16.

Regarding the Students’ Perception of Learning from Role Modeling (Items Q3-Q8), the average score was M = 4.38 (SD = 0.61). Students agreed that the expert demonstration at the start of the session helped them understand the intended learning outcomes and was useful in guiding them through the Virtual Patient cases, with scores ranging from M = 4.26 to M = 4.58.

Students’ perception of learning from practicing with various authentic cases (Items Q9-Q13), received an average score of M = 4.00 (SD = 0.86). The scores measured the students’ perception of how well the provided Virtual Patient cases matched their current level of understanding, enhanced their comprehension of the subject matter, and helped them grasp the complexities inherent in real-world clinical scenarios.

For their perception of learning from Peer Dialogue around Feedback (Questions 14–20), the average score was M = 3.24 (SD = 1.05). These scores measure the students’ perception of the effectiveness of peer dialogue in enhancing understanding, generating strategies to address feedback, and prioritizing areas of improvement.

Focus group interview data

The interviews revealed five themes: ' Which steps to take in clinical reasoning’, ' Asking challenging questions to enhance deeper understanding of knowledge’, ‘The variety in cases helps to enhance transfer to the real world’, and ‘Deeper understanding of reasoning through reflections’.

Which steps to take in clinical reasoning

Students acknowledged the expert’s initial demonstration helped them to develop structured knowledge and gain understanding of the clinical reasoning process.

I think it (Role modeling) helps to find a pattern in clinical reasoning as well. At first, it (the expert) explained to us. For example, are there possible lymph nodes? Yes or no. Then you need to do this and this…Then you can make kind of…pattern that differs for the diagnosis and the prognosis. So you can make kind of a diagram in your head. Which you can use later on. And your knowledge becomes more structured. (Focus Group 2, Student B)

Students also perceived that the integrated practice with Virtual Patients helped them to anticipate the subsequent steps in clinical reasoning. They indicated the patterns learned through practicing with virtual Patients helped them understand the procedures they needed to follow to evaluate the patient.

I think now I know the steps which they (the procedural) followed to evaluate the patient, so first we can do this and then that. First, you determine the TNM (Tumour, Node, Metastasis) staging and do the endoscopy, then the TNM staging, and then you make the treatment plan. Now it’s more clear how they do those steps. (Focus Group 1, Student A)

Moreover, students thought the pair work and dialogue helped them think and clarify with each other what steps they needed to do in clinical reasoning when they had different opinions.

Yeah, that (pair working) was really nice because you can discuss, like I think do this and the other one says, you know, I think do that step, and then you’re already discussing the answers which is really nice to have. (The discussion) really make you think about the steps. (Focus Group 1, Student b)

Challenging their reasoning to enhance deeper understanding

Students reported how the course design differed from other blocks. According to the students, the VP practice was particularly beneficial in helping them integrate knowledge, and make the knowledge their own.

It (the VP practice) helps you to integrate knowledge because other blocks are really only lectures, they are all listening and listening. So the virtual patient was really nice to make this stuff our own. (Focus Group 2, Student A)

Students indicated the examples given by the expert helped them get a better understanding of the more detailed TNM (Tumor, Node, Metastasis) table, that are used in clinical reasoning.

Yeah, she (the expert) gave examples and guided the reading of the tables for TNM (Tumor, Node, Metastasis) staging, and those were also in the Virtual Patient cases, but because she already used them once and explained how we have to use them, it became more clear to us, what these tables are for and how they are used (Focus Group 1, Student B) .

The students noted that in VP practice sessions, compared with passive learning in traditional lectures, they were challenged to engage directly with the material by making clinical decisions, such as selecting appropriate tests to reach a diagnosis.

In lectures, we passively learn the trajectory from symptoms to diagnosis. During Virtual Patient practice, we actively process it. So you have to make decisions and select the test etc. (Focus Group 2, Student B)

Students indicated that practicing with the VP cases challenged them to look up information and reasoned by themselves. They gave an example of the imaging practice in which they were tasked with examining specific body parts in medical images on their own, they thought they were challenged to reason about what they saw instead of getting the information directly.

Yeah, also the (medical) imaging in the assignments where you need to look at a specific part of the body, normally you just see a picture and someone says, yeah, this is the stomach or this is the heart, whatever, and now you need to look it up yourself and think about it yourself, what you see, so that really helps. (Focus Group 1, Student B)

Furthermore, they emphasized the questions asked by experts challenged them to think, put the knowledge in their own words and apply the knowledge with their own reasoning.

The questions she (the expert) asked really make you think about the things she’s learning(teaching). So if she asks questions, you’re really thinking, and yeah, you’re challenged to put it in your own words. (Focus Group 1, Student B) For instance, she (the expert) asked questions that not from official guidelines, instead, it came from where widely doctor worked and her personal experiences. I applied what she said with my own reasoning behind it. (Focus Group 2, Student B)

Transfer of knowledge

Students perceived that practicing with VP cases in different situations offered them hands-on experience, where they actively engaged with various situations, which prepared them for future patient interactions.

Having cases that are closer to the real world, like the comorbidity we discussed, would make it more realistic. (For instance, ) What if he also has obesity or diabetes? Those are the patients that we are going to see in the future. So it helps out a lot to have those different conditions as well. (Focus Group 2, Student B)

Students also indicated their preference for the structured approach of the VP session, where an initial demonstration by an expert, sharing their clinical experience, followed by hands-on practice with VP cases was perceived to enhance transfer to practice. This method, as described by the student, bridged the gap between theoretical knowledge and practical application. They think this structure made the knowledge clear and further helped them to transfer their knowledge from theory to practice.

You (the Virtual Patient session that integrated with role modeling, authentic VP practice, and peer discussion around feedback) made it (the clinical reasoning) clear for me because of the first case we discussed with the teacher. Well, he discussed it and showed us how to think, and how to get things from certain perspectives with risk factors, age, et cetera. And then we do it ourselves. We had to find out what was wrong and go on. So I quite liked it. It gave me a deeper understanding. (Focus Group 3, Student A)

Students indicated the sense of practical immersion is amplified by the “side information that you don’t really need” (Focus Group 3, Student E) from the cases. They highlighted the side information represented the interaction with real patients and made them think of clinical situations in real-world settings.

(Side) information would be more realistic, also side information that you don’t really need because a patient also tells you a lot of things, and some of those things aren’t as important, but you still need to decide if they are important or not. What do you see, why do you see it, what’s different than normal. (Focus Group 3, Student E)

Moreover, several students indicated that the hypothetical “what-if” discussions during the role modeling session helped them with reasoning, prompting them to consider complications that might arise in real-life medical situations.

So for example, about age, it’s more difficult to do a treatment above 70. (What if that patient) has things like smoking history and that kind of stuff. I think it’s really valuable because you have already had an example about it (Demonstrating Case A). (Focus Group 1, Student A)

Students indicated that the diagnosis practice in VP led them to realize the difference in real-world scenarios. They said while in the simulated environment might seem easy to choose multiple diagnostic options, in the real world, medical professionals must make more selective decisions due to limitations. They think this experience taught them to think of prioritizing and decision-making in a realistic medical setting.

Yeah, maybe also there (in VP cases) were also a question about which imaging techniques you would use and then it was Echo or CT, MRI, there was also an option where you could listen to the lungs and some of the people also checked that one, but it isn’t really necessary, so you think it only takes one minute, so why not, but in the real world there isn’t always time to do everything, so it’s also good to think what is really necessary and what’s not. (Focus Group 1, Student A)

Enhance reasoning through reflections

During the VP session, students received feedback and conducted conversations around the feedback provided by the Virtual Patient system. Students thought the peer dialogues around feedback provided opportunities for collective reflection and insights, allowing them to pinpoint areas of improvement.

I thought that (the peer dialogue) was really useful, because sometimes one person, for example, when the teacher explains everything, you don’t pick up everything he says. She (your peer) might pick up a different thing, and I pick up a different thing, and we can ask each other, do you know how this works? So I thought that was really useful. (Focus Group 3, Student B)

The students emphasized the importance of expressing and discussing different opinions. They noted that such interactions could provide new insights and perspectives that they would not have considered independently, thereby enriching their understanding.

When you do have different opinions, I think they (your peers) can give you insight that you maybe didn’t have for yourself. So you can add to each other’s knowledge. If somebody has another view, then we can discuss it. It (the discussion) brightens my tunnel view. Also having to say it (the knowledge) out loud and explaining your thoughts to someone else can also help, I think. (Focus Group 2, Student A)

When talking about the peer dialogues around feedback during the VP session, Some students highlighted the benefits of immediate feedback, which provided them with clarity and instant validation. However, others saw value in delayed feedback, as it fostered discussion and multiple interpretations.

I liked that the Virtual Patient program, that it gave you immediate feedback. That was really handy. And I also liked the discussion afterward so we could speak about it a bit more (Focus Group 3, Student B) . There was immediate feedback on most questions, so you knew if you had been correct or wrong. But for the learning process it might be handy to have that after the group discussion, because now we all have the same answer. (Focus Group 2, Student B)

The study demonstrated the perception of students’ learning and knowledge transfer by integrating VP cases with role modeling introductions, and peer dialogue around feedback, specifically in the context of personalized medicine in cancer treatment and care. The survey reflected a positive learning experience and students reported they gained a better understanding of the clinical reasoning process as well as which steps to take when dealing with a clinical case through this specific course design with integration of VP cases. Qualitative data showed that the integration of VPs into the educational setting clearly shifted the students from being passive observers in a traditional lecture-based format to active participants in a simulated clinical environment. This shift is in line with previous research findings, which suggest that the use of VPs in clinical training actively engages learners and encourages the application of their knowledge [ 4 ].

The quantitative data revealed that students highly valued the role modeling session, as indicated by the high average scores. Qualitative data explained that the role modeling session enabled students to not only observe the clinical process being demonstrated but also to engage in active thinking by interacting with the expert. As discussed by Cruess, Cruess [ 15 ], role modeling not only consciously imparts knowledge but also unconsciously influences students’ attitudes and behaviors, making the learning experience more relatable to the clinical environment. In this study, by sharing clinical reasoning and personal anecdotes during the class, experts made the learning experience more relatable to the clinical environment that students would face in the future. This mirrored the role modeling research by Morgenroth, Ryan [ 25 ] which emphasizes the importance of role models in shaping the self-concept and motivation of individuals. Moreover, the qualitative data showed that the demonstration by the expert serves as a fundamental pre-knowledge for students to cover the knowledge gap and prepare them with the following practice. This finding aligns with van Merrienboer’s scaffolding concept emphasizing the importance of initial expert guidance in learning processes [ 16 ].

Followed by the role modeling demonstration, students practiced on two VP cases in pairs and perceived that the VP practice enhanced their clinical reasoning skills, and also helped them understand the real-world clinical setting. The result showed that the variety and real-life complexity of cases in the VP sessions were perceived to be essential for students’ knowledge gain and transfer. The positive perception of various authentic cases aligns with previous research highlighting the importance of exposure to diverse and authentic scenarios in medical training [ 17 , 18 ]. Moreover, the hypothetical “what-if” scenarios further enhanced students’ analytical abilities, preparing them for the multifaceted challenges they would encounter in real-world medical situations. Survey responses (Q10, mean = 4.37; Q13, mean = 4.05 in Table  1 ) indicated a consensus among students on the improvement with this practice in understanding and applying knowledge. Our findings corroborate with Jonassen and Hernandez-Serrano [ 26 ]’s study emphasis on the importance of authentic learning environments for effective knowledge transfer.

After the practice, students discussed the feedback provided by the VP system. Despite its mixed quantitative reception, the peer dialogue on feedback was qualitatively found to be a vital component for promoting critical thinking, discussion, and reflection. The Feedback from the VPs, both immediate and delayed, along with peer dialogue, emerged as crucial elements in students’ learning process. In this study, students showed different preferences for receiving feedback. Some students preferred immediate feedback, however, others preferred delayed feedback. How feedback was provided notably influenced peer interactions. Given that immediate feedback was dispensed upon submission of answers, the peer dialogues automatically started when students noticed disparities or encountered obstacles. Such dialogues not only served to resolve ambiguities but also fostered collective reflection, enhancing comprehension of the subject. By vocalizing their thoughts and engaging in active discussions, students were able to solidify their understanding and uncover nuances they might have missed otherwise. This aligns with the importance of engaging in peer discussions on feedback as outlined in the theoretical background [ 20 , 21 , 22 ].

When looking at the integration of VP cases with the particular course design, students perceived that the expert demonstration, followed by VP practice, and peer dialogue around feedback fostered a comprehensive understanding, allowing them to integrate diverse clinical knowledge, which in turn promoted understanding. The “Watch-think-do-reflect” structure not only ensured better knowledge retention but also enhanced students’ enthusiasm towards the subject. Observing model demonstrations enabled students to assimilate clinical nuances and contemplate real-world applications. Subsequent hands-on practice with VP cases fortified their cognitive structures, honing their clinical reasoning. Ultimately, students perceived that reflective peer discussions on feedback solidified their learnings, enhancing knowledge retention.

Limitations

This study employed a survey and focus group interviews that provided a comprehensive understanding of students’ perceptions of learning. However, there are several limitations. The study had a small sample size and was conducted in the context of an elective course, which may limit the generalizability of the findings. Furthermore, the study was exploratory in nature and did not measure actual learning outcomes or long-term retention, which are critical aspects of educational impact.

Implications for future research

Future research should investigate whether integrating Virtual Patients (VPs) into classroom activities enhance student learning outcomes by incorporating learning assessments and involving larger and more diverse participant groups to validate our findings. Additionally, a deeper analysis of students’ reasoning processes and interactions could provide insights into how and why knowledge gain and transfer are fostered or hindered. Furthermore, it is also important to understand the most beneficial moment for integrating VPs into educational settings to enhance transfer from a simulated to a real practice setting. This understanding could inform the development of more effective educational strategies and interventions.

The integration of Virtual Patients into classroom learning appears to offer a promising approach to enrich medical education. Key elements such as role modeling and various authentic cases contribute positively to students’ perception of learning, as well as peer dialogue on feedback. However, the approach to peer dialogue on feedback may need to be refined for more consistent benefits. Furthermore, studies with larger sample sizes and broader participant groups are essential to provide robust support for the efficacy of this educational approach and its components.

Data availability

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

Thanks to all the participants and education workers who contributed to the study. ZL was supported by a scholarship granted by the China Scholarship Council. Thanks for the support of my family, and thanks Ang Li for joining our family.

ZL was supported by a scholarship granted by the China Scholarship Council (CSC, 202208440100).

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ZL, MA, DD, and NJ conceived of the presented idea. MA and DD verified the analytical methods. TK and ZL contribute to the creation of learning materials. ZL analyzed the data and drafted the manuscript under the supervision of MA and DD. All authors contributed to the article and approved the submitted version.

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Li, Z., Asoodar, M., de Jong, N. et al. Perception of enhanced learning in medicine through integrating of virtual patients: an exploratory study on knowledge acquisition and transfer. BMC Med Educ 24 , 647 (2024). https://doi.org/10.1186/s12909-024-05624-7

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A comparison between 2-octyl cyanoacrylate and conventional suturing for the closure of epiblepharon incision wounds in children: a retrospective case–control study.

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Hsu, C.-C.; Lee, L.-C.; Chang, H.-C.; Chen, Y.-H.; Hsieh, M.-W.; Chien, K.-H. A Comparison between 2-Octyl Cyanoacrylate and Conventional Suturing for the Closure of Epiblepharon Incision Wounds in Children: A Retrospective Case–Control Study. J. Clin. Med. 2024 , 13 , 3475. https://doi.org/10.3390/jcm13123475

Hsu C-C, Lee L-C, Chang H-C, Chen Y-H, Hsieh M-W, Chien K-H. A Comparison between 2-Octyl Cyanoacrylate and Conventional Suturing for the Closure of Epiblepharon Incision Wounds in Children: A Retrospective Case–Control Study. Journal of Clinical Medicine . 2024; 13(12):3475. https://doi.org/10.3390/jcm13123475

Hsu, Chia-Chen, Lung-Chi Lee, Hsu-Chieh Chang, Yi-Hao Chen, Meng-Wei Hsieh, and Ke-Hung Chien. 2024. "A Comparison between 2-Octyl Cyanoacrylate and Conventional Suturing for the Closure of Epiblepharon Incision Wounds in Children: A Retrospective Case–Control Study" Journal of Clinical Medicine 13, no. 12: 3475. https://doi.org/10.3390/jcm13123475

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