Supervising Master’s Theses in a Group Setting —Experiences Gained through a Novel Didactic Approach

Abstract

Seeking to resolve challenges regarding the supervision of increasing numbers of master’s students we evaluated a novel group-based didactic supervision model implemented in a Master’s programme in health education. Our preliminary evaluation with a group of 21 master’s students in health profession trainings at OsloMet used reflexive thematic analysis of a focus group interview, a questionnaire on the learning experience, and supervisors’ reflective notes. The group-based model proved feasible and organisational efficient and supported steady progress, timely submission, and strong overall performance, alongside substantial shared outputs from the overarching project. Peer support showed latent capacity but also difficulties of handling heterogeneous pacing and high thresholds regarding public sharing, while hands-on data work as the most impactful element of the approach. Learning outcomes were rated positively overall, particularly for critical appraisal and evidence use. Students described an energising balance between belonging and contributing to a bigger project and ownership regarding their significant piece of research. Supervising Master’s theses through a group-based model is both feasible and educationally valuable. By emphasising the social nature of research, the multilevel communication approach cultivated non-directive academic discourse. Future work should test variations in cohort size and staging, examine longer-term transfer to professional practice, and explore how the model performs across disciplines and institutional contexts.