case study based group 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.

2 thoughts on “Types of Group Discussion: Strategies for Effective Discussions”

Pretty! This has been an extremely wonderful post. Thanks for providing this information.

Hello growthtactics.net admin, Thanks for the educational content!

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.

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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

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Tips for Discussion Group Leaders

Once the program begins, each discussion group is assigned a leader who serves as the facilitator for each case study

Here are some tips for leading an insightful and productive exchange.

Before you begin, make sure that all members understand the value of the discussion group process. You may find it helpful to have a brief conversation about the Discussion Group Best Practices listed above.

Think of yourself as a discussion facilitator. Your goal is to keep the group focused on moving through the case questions. Don't feel that you need to master all the content more thoroughly than the other group members do.

Guide the group through the study questions for each assignment. Keep track of time so that your group can discuss all the cases and readings, instead of being bogged down in the first case of the morning or afternoon.

The study questions are designed to keep the group focused on the key issues that will contribute to an effective discussion in the larger classroom meeting. Don’t let your peers stray too far into anecdotes or issues that aren't relevant.

If a subset of your living group appears to be dominating the discussion, encourage the less vocal members to participate. They'll be more apt to speak up if you ask them to share their unique perspectives on the topic at hand.

If you have questions about how to handle a specific situation that may arise in your group, please reach out to the faculty or staff for assistance. We’re here to help you get the most out of your group discussions.

Frequently Asked Questions

What can i expect on the first day, what happens in class if nobody talks, does everyone take part in "role-playing".

How To Facilitate A Case Study Workshop Session

How To Faciltate A Case Study Workshop Session

A case study can be used as part of a training workshop to facilitate a learning point or as part of an assessment programme to gauge candidate’s response and analysis of situations. Case studies can be great for sharing experiences and reaffirming knowledge and understanding.

Here are some reasons to give a case study a try:

increases awareness of a problem and helps teams formulate possible solutions.
exchanges ideas and helps team members share past experiences.
helps to analyse a problem and reach a decision as a team.
facilitates and reaffirms key learning points.

Pre-printed scenario cards (optional)

Space Required:

Small. Classroom or training room

Group Size:

6 to 16 people

Total Time:

5 minutes to introduction and setup
10 minutes per case study for analysis and discussion (based on 4 case studies)
5 minutes for final review and case study debrief

Case Study Setup

Select the topic or theme that you were like to focus on during the training exercise. Prepare some possible scenarios or research articles related to the subject.

Case studies should be descriptions of events that really happened or fictional but based on reality. When leading the exercise, you can present the case study yourself, provide it in written form or even use videos or audio clips.

When I lead case studies sessions, I normally print the question on a piece of A4 paper and laminate them ready for workshop.

Case Study Instructions

From experience, I have found that a case studies session can be delivered two different ways.

The first way is to simply provide the group with a scenario and let them discuss it together as one big group.

The alternative is to split the group into smaller sub-groups and provide each group with the scenario. Once all groups have an opportunity to analyse and discuss the scenario, ask each group to present their findings back. This is a good way to get participants that are less likely to open up in bigger groups involved.

Look at your group and think about what will work best and give you the results you need.

When leading the case studies session, actively listen to discussion and provide necessary assistance to facilitate (guide) the analysis and discussion in the proper direction. Make sure you lead the discussion towards the learning objectives of the training workshop.

If you have people that conflicting views, then let them argue their points. If the discussion becomes too heated, stop them and summarise the discussion points and move on.

If everyone in the group agrees on something, or the discussion becomes stagnant then try playing devil’s advocate to get participants to look at the scenario from a different point of view.

When introducing the scenario, ask the group to think about the following 5 questions:

What’s the problem?
What’s the cause of the problem?
How could the problem have been avoided?
What are the solutions to the problem?
What can you learn from this scenario?

Try to be flexible with your timings. If you need to stop a scenario early because the group become too heated or the group have explored the subject completely, stop them and summarise before moving on. If the scenario leads to valuable learning and you’re running out of time, allow an extra five minutes and skip another scenario.

Tips and Guidance

A good way to lead up to a case study is to present the scenario to the group at the end of the day and ask them to read up on the material and prepare in the evening. The first part of the following days’ workshop should then be the case study.

I like to lead a case study session by simply handed over the question cards and letting the group begin the discussion on their own. At the end of the discussion, I’ll summarise the key points – help them identify why the case study was important to the learning and move on to the next one.

If you’re discussing any sensitive subjects such as child protection etc then it is important to tell the group at the beginning of the case study. Explain that anything discussed exercise must not be mentioned again and if anyone needs to leave for a couple of minutes then they are more than welcome to.

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Thanks! This article helped me a lot!

Glad it was helpful!

Thanks – Helped! Have you any thoughts around case studies which are not based around a problem?

Gigi, I am glad this helped.

Can you elaborate on what you mean about the case studies not being based on a problem?

A big part of the value of this type of exercise is that you can ideally take emotions out of play and analyze an undesired situation or problem neutrally helping your team to better deal with these types of scenarios in real life when emotions could potentially flare up. If the person can realize the bigger picture and be equipped with productive ways to handle the situation then hopefully the outcome with be better in real life.

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Case Study At-A-Glance

A case study is a way to let students interact with material in an open-ended manner. the goal is not to find solutions, but to explore possibilities and options of a real-life scenario..

Want examples of a Case-Study? Check out the ABLConnect Activity Database Want to read research supporting the Case-Study method? Click here

Why should you facilitate a Case Study?

Want to facilitate a case-study in your class .

How-To Run a Case-Study

Before class pick the case study topic/scenario. You can either generate a fictional situation or can use a real-world example.
Clearly let students know how they should prepare. Will the information be given to them in class or do they need to do readings/research before coming to class?
Have a list of questions prepared to help guide discussion (see below)
Sessions work best when the group size is between 5-20 people so that everyone has an opportunity to participate. You may choose to have one large whole-class discussion or break into sub-groups and have smaller discussions. If you break into groups, make sure to leave extra time at the end to bring the whole class back together to discuss the key points from each group and to highlight any differences.
What is the problem?
What is the cause of the problem?
Who are the key players in the situation? What is their position?
What are the relevant data?
What are possible solutions – both short-term and long-term?
What are alternate solutions? – Play (or have the students play) Devil’s Advocate and consider alternate view points
What are potential outcomes of each solution?
What other information do you want to see?
What can we learn from the scenario?
Be flexible. While you may have a set of questions prepared, don’t be afraid to go where the discussion naturally takes you. However, be conscious of time and re-focus the group if key points are being missed
Role-playing can be an effective strategy to showcase alternate viewpoints and resolve any conflicts
Involve as many students as possible. Teamwork and communication are key aspects of this exercise. If needed, call on students who haven’t spoken yet or instigate another rule to encourage participation.
Write out key facts on the board for reference. It is also helpful to write out possible solutions and list the pros/cons discussed.
Having the information written out makes it easier for students to reference during the discussion and helps maintain everyone on the same page.
Keep an eye on the clock and make sure students are moving through the scenario at a reasonable pace. If needed, prompt students with guided questions to help them move faster.
Either give or have the students give a concluding statement that highlights the goals and key points from the discussion. Make sure to compare and contrast alternate viewpoints that came up during the discussion and emphasize the take-home messages that can be applied to future situations.
Inform students (either individually or the group) how they did during the case study. What worked? What didn’t work? Did everyone participate equally?
Taking time to reflect on the process is just as important to emphasize and help students learn the importance of teamwork and communication.

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Harvard Business School: Teaching By the Case-Study Method

Written by Catherine Weiner

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Structuring the Case Discussion

Well-designed cases are intentionally complex. Therefore, presenting an entire case to students all at once has the potential to overwhelm student groups and lead them to overlook key details or analytic steps. Accordingly, Barbara Cockrill asks students to review key case concepts the night before, and then presents the case in digestible “chunks” during a CBCL session. Structuring the case discussion around key in-depth questions, Cockrill creates a thoughtful interplay between small group work and whole group discussion that makes for more systematic forays into the case at hand.

Barbara Cockrill , Harold Amos Academy Associate Professor of Medicine

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Harvard Medical School

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Classroom Considerations
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CBCL provides students the opportunity to apply course material in new ways. For this reason, you might consider not sharing the case with students beforehand and having them experience it in class with fresh eyes.
Chunk cases so students can focus on case specifics and gradually build-up to greater complexity and understanding.
Introduce variety into case-based discussions. Integrate a mix of independent work, small group discussion, and whole group share outs to keep students engaged and provide multiple junctures for students to get feedback on their understanding.
Instructor scaffolding is critical for effective case-based learning ( Ramaekers et al., 2011 )
This resource from the Harvard Business School provides suggestions for questioning, listening, and responding during a case discussion .
This comprehensive resource on “The ABCs of Case Teaching” provides helpful tips for planning and “running” your case .

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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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Evidence-Based Case Study Guidelines: Group Dynamics

Group Dynamics issues an open call for authors to submit an Evidence-Based Case Study for possible publication. Developing such a series of Evidence-Based Case Studies will be useful in advancing the evidence for group psychology and group psychotherapy. Group practice for this call is defined broadly to include therapy groups, teams, organizations and other group contexts. The goal of these Evidenced-Based Case Studies is to integrate verbatim case material from the group with standardized, empirical measures of process and outcome evaluated at different times during the life of the group, team or organization. Authors should describe vignettes highlighting key interventions, processes and mechanisms regarding their specific approach in the context of empirical scales.

Such an investigation will provide much needed information to bridge the gap between research and practice. Evidence-based case studies will also provide an important model of how to integrate basic research into applied work in therapy, team, and organizational contexts. This will open an avenue for publication to those in full time private practice, those who work primarily as consultants or organizations and teams that integrate research measures into their applied work. Finally, this approach to studying group phenomena may provide a list of systematic case studies from various forms of treatment and interventions that meet the American Psychological Association's criteria for Evidence-Based Practice (APA, 2006) as well as the Clinical Utility dimension in the Criteria for Evaluating Treatment Guidelines (APA, 2002).

Authors who are interested in preparing an Evidence-Based Case Study must follow these guidelines:

The report must include the assessment (from the individual group member or independent rater perspective at the group level, but not only the therapist/leader) of at least two standardized empirical outcome measures related to team, organization or group objective. Optimally, such a report would include several outcome measures assessing a wide array of functioning such as: global functioning, team or organizational objectives, target symptoms, subjective well-being, interpersonal functioning, social/occupational functioning and measures of personality.
The report must also include at least one empirical process measure (e.g., therapeutic alliance, session depth, emotional experiencing, team functioning, organizational cohesion) evaluated on at least three separate occasions.
At minimum, specific outcome data should be presented using standardized mean difference (i.e. effect size) and clinical significance methodology (i.e. unchanged, reliable change, movement into functional distribution, clinically significant change and deterioration [see Jacobson et al. 1999]). Group Dynamics encourages submission of both successful and unsuccessful cases. In addition, it might be instructive to compare and contrast the technical interventions that occurred during a positive change case with that of an unchanged or deteriorated case from the same approach. The Evidence-Based Case Study section is not necessarily for advanced statistical time series analyses of process or outcome data, although such articles would be welcomed. Simple analyses of standardized outcome measures by way of clinical significance and effect size methods are sufficient.
Verbatim vignettes with several group participant and therapist/leader turns highlighting key interventions, processes, and mechanisms of change must be provided. Discussion of any therapeutic or group-level interventions should not be presented only from a global or abstract perspective.
Manuscripts must be within the journal word limit, as indicated on the journal website .
Appropriate informed consent must be obtained from participants, and the study must be approved by an internal review board. The author must indicate that vignettes were sufficiently de-identified to protect confidentiality and privacy.

The following provide examples of what an Evidence-Based Case Study article might look like:

Granasen, M. & Andersson, D. (2016). Measuring team effectiveness in cyber-defense exercises: A cross-disciplinary case study, Cognition, Technology & Work, 18 , 121–143. This study reported on simulated exercises to assess team functioning and effectiveness in repelling cyberattacks. Team performance (outcome), team cognition (processes within teams) were assessed and reported. The authors provided recommendations to enhance team performance. However, missing from this case study were vignettes to illustrate the concepts.
Maxwell, K., Callahan, J. L., Holtz, P., Janis, B. M., Gerber, M. M., & Connor, D. R. (2016). Comparative study of group treatments for posttraumatic stress disorder. Psychotherapy, 53 , 433-445. The authors assessed a new potential group treatment for PTSD compared to cognitive processing therapy (CPT) as a pre-cursor to a randomized controlled trial. Two groups from each treatment type were compared. The authors measured outcomes but did not provide process measures. Several clinical vignettes illustrate the treatments.
Tasca, G. A., Foot, M., Leite, C., Maxwell, H., Balfour, L., & Bissada, H. (2011). Interpersonal processes in psychodynamic-interpersonal and cognitive behavioral group therapy: A systematic case study of two groups. Psychotherapy, 48 , 260-273. Outcomes were measured outcomes pre- and post-treatment (effect sizes and reliable change indices) comparing two group therapists who were highly adherent to their specific treatment approach. The authors measured interpersonal processes at three time points from observer ratings of video recordings. Outcomes were measured using standardized scales. Clinical vignettes illustrated the differing interpersonal styles between the two group therapists.

Authors who have conducted an effectiveness or efficacy trial on a particular type of intervention in which they collected standardized process and outcome measures in addition to the use of audio/videotape of sessions should consider submitting an Evidence-Based Case Study. Likewise, a clinician in private practice, or a team or organizational consultant who would like to add these elements at the start of a new or existing group or team should also consider submitting an Evidence-Based Case Study.

Group Dynamics will begin accepting submissions for Evidence-Based Case Studies starting January 2019. Anyone who may have an interest in submitting an Evidence-Based Case Study is encouraged to contact the editor .

American Psychological Association, (2002). Criteria for evaluating treatment guidelines. American Psychologist, 57 , 1052–1059.

American Psychological Association, (2006). Evidence-based practice in psychology. American Psychologist, 61 , 271–285.

Jacobson, N., Roberts, L., Berns, S., & McGlinchey, J. (1999). Methods for defining and determining the clinical significance of treatment effects: Description, application, and alternatives. Journal of Consulting and Clinical Psychology, 67 , 300–307.

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.

If you want a step-by-step solution to land more offers from consulting firms, then grab the free video training series below. It’s been created by former Bain, BCG, and McKinsey Consultants, Managers and Recruiters.

It contains the EXACT solution used by over 500 of our clients to land offers.

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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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Center for Teaching Innovation

Facilitating discussions.

Facilitating a longer discussion in a small class or seminar requires many skills in planning, asking good questions, listening, managing the time, keeping an eye on the group dynamics, and thinking on your feet to respond. It takes time and experience to become a good discussion facilitator. Observing how other instructors facilitate discussion, either by asking a colleague if you can observe a class or through participating in the Big Red Teaching Days class observation program, is one way to enhance your skills. Below, you can find strategies to plan, structure, and lead a discussion.

Asking Good Questions as a Facilitator

Shape your questions to practice intellectual skills . When creating your question prompts, reflect on your learning outcomes and the intellectual skills you are helping the students to practice. For example, you may want students to practice critiquing the study methods or use of evidence, examining different perspectives, identifying assumptions or biases, seeing themes or patterns, or recognizing rhetorical moves. Write your questions with your learning outcomes in mind.

Ask one question at a time and then wait . Be careful about making a question too complex, stacking questions (asking two or more questions at one time), or over-explaining and rephrasing your question. Ask one question and then wait 10-30 seconds or give students some time to write. A complex question needs thinking time. Allowing more thinking time encourages greater participation from everyone – not just from the students who can quickly jump into a discussion.

Organizing discussion questions Consider organizing your questions into the categories of ‘warming up,’ ‘exploring’, and ‘wrapping up’.

Warm-up: Give students an opportunity to start thinking about a topic or question. This might include individual writing or thinking time or a discussion prompt to discuss with a partner. Some example warm-up questions include.

Try to write a one sentence summary of this topic/reading/case study etc.
Write down three questions you have about this topic/reading/film/art work/material etc.
What stood out to you in the reading/film/music etc.?
How do you feel about the argument or perspective presented? Do you agree or disagree and why?
What connections can you see between this topic and current events or issues?
What potential biases or assumptions can you identify in the material?
What are some possible counterarguments or alternative perspectives?
How does this topic relate to your own experiences or beliefs? What new insights did you gain?

Exploring : This is the heart of the discussion when students are exploring different threads, topics, ideas, and perspectives. Instructor questions can deepen the discussion and help students practice intellectual skills such as source or evidence evaluation, comparison, identifying assumptions or bias, identifying themes or patterns, critique or questioning, and synthesis.

Wrap-up : At the end, leave time for students to reflect on take-aways, insights, or further questions to consider. The instructor might want to highlight certain points or ideas. Note that wrapping up does not necessarily mean finding one answer or consensus on a topic.

Warming-up Strategies

Minute paper: Pose a question for students to write about for a minute (or five minutes)
Think/pair/share: Present students with a question, problem, or item for reflection. Have students reflect or write on their own for 1-2 minutes, then discuss with a peer for another 2-5 minutes. Invite several pairs to share their thoughts.
Close reading, close observation, close listening: Ask your students to read and provide a detailed explanation of a passage of text, listen to poetry or music, or closely examine an image. Then ask them to answer a question(s) based on the material. Have students discuss their thoughts with a peer(s).
Write a list of questions: Ask students to write a list of questions they have about a topic, a reading, an image, a piece of music, an experiment, etc. This can be followed by pair discussion, small group, or whole class discussion of some of the questions.
Real-life examples: For a concept in the class, ask students to think of or find an example from real life (this could be from their own life or in the news). The purpose is to help students build connections and memories as well as to see if they can transfer what they are learning to other examples. It can also help value and highlight diverse perspectives.
Polling questions: Ask students to vote or respond to a question on a scale of 1-5. Ask them to share their reasoning for their answer with a partner. PollEverywhere software can help with classroom polling. You can sign up for a free Cornell account through the Center for Teaching Innovation.

Exploring Strategies

Questions that can deepen and enrich the conversation. As the instructor, you may need to encourage students to build on each other's ideas, use evidence to back up their comments, or uncover assumptions. Some question types that help to deepen the discussion include:

Evidence questions: ask students to find examples or examine the supporting evidence.
Connecting questions: ask students to compare or link this discussion to previous class topics, readings, or themes, or ask students to build on what someone has said.
Counter-argument questions: ask about other possibilities or perspectives, underlying assumptions, or may take a devil’s advocate position.
Hypothetical questions: ask ‘what if?’ and prompt consideration of other possibilities or outcomes.
Summary or synthesis questions: ask students to identify key ideas, themes, what they have learned, or questions they still have about a topic.
Noticing and wondering questions: As the instructor, you might notice emotions or patterns in the room such as uncertainty, avoidance, enthusiasm, curiosity, controversy, or anger. You could phrase a question such as “I’m noticing that people seem really enthusiastic about the idea that…what is especially appealing about this idea?”

Reflection Afterward

Assign follow-up reflection activities : To reinforce the learning and generate new ideas, try having students complete reflection activities, such as exit tickets (one thing they learned and one question they still have), reflection papers, student summaries, discussion boards, debates, case studies, and concept maps. Decide whether it’s beneficial for this process to be solo or shared with the group.
Solicit student feedback : How did it go for learners? An anonymous survey, exit slip, or a minute paper on how it went for them can significantly help to assess what students are taking with them from the class. You can learn so much in just one check-in that you can take with you for years. You might discover areas where students were hindered, held back, or had a barrier preventing them from performing. There might also be useful suggestions from students for next time.
What went well? How do you feel it went for learners?
Was there anything that could be improved for next time?
Were there question prompts that worked especially well? Or ones that seemed confusing?
What did you specifically do well? Is there anything you as the facilitator might do differently?
Were there any lulls or heated moments? How might you address or manage these in the future?
Are there ways to add roles or structures that could take some of the pressure off of you? Perhaps there are student roles and tasks to help facilitate or maintain the flow of discussion.
If something didn’t go so well or you are concerned with students' psychological safety, you can still acknowledge or apologize next class and share how you are working to address it. You can also connect students with campus resources and reach out to directly impacted students individually.

References and Further Reading:

Eberly Center, Teaching Excellence & Educational Innovation (2024) Discussions. Carnegie Mellon.

Davis, B. G. (1993) Tools for Teaching. San Francisco: Jossey-Bass.

Brookfield, S. D. and S. Preskill. (1999). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass.

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Group Discussion: Top Tips, Dos & Don’ts, Common Topics

College Vidya Team Dec 9, 2023 22.1K Reads

Are you confused about what exactly a Group Discussion is or nervous about cracking one? If yes, then this blog is the right place for you.

A group discussion, abbreviated as GD, is one of the most common screening tools used today in interviews for jobs and educational institutions. Here we have broken down the entire concept of a Group Discussion, its basics, the process and top tips and tricks to stand out from the crowd in a GD.

Read till the end to find a curated guide of how to crack a GD from our expert counselors!!

What is a Group Discussion or GD?

In the simplest terms, a group discussion is conversation with two or more individuals, i.e. a group, on a topic. But the concept of a GD is much more nuanced today than this. But today, a GD is not simply any discussion among a group of individuals, but is one of the most common screening tools for hiring individuals or admitting students to an educational institution.

It can be defined as a purposeful interaction among a group of people sharing a common interest, about a specific topic to make comments, share opinions, or arrive at solutions.

Some of the common situations when a GD is used include:

Evaluation of Students in School or College
Screening Students for Admissions (Especially in Higher Education)
Screening Job Applicants

Types of GD

When you are going in for a group discussion, whether for a job interview or educational interview, it is a good idea to know about the types of GD and form a common expectation about which type to expect. Here we have listed the common types of GD:

Factual GD: This is one of the common types of GD, in which the main topics for discussion are factual, such as based on current fairs, technicalities of a field or specific knowledge domains. These are used to test the depth of knowledge of the candidate as well as to evaluate how updated they are about day-to-day happenings around them. These GDs are commonly used in technical fields.
Case Study Based GD: in this type, the topics of the group discussion are based on specific case studies and members of the group are expected to put forward their analyses as well as critiques and solutions to the case. This type is commonly used when the evaluators want to assess the analytical as well as critical skills of the candidates as well as the ability to apply conceptual learning to practical skills. These are especially common in GDs in the fields of business and management.
Opinion-Based GD: In this type, the aim again is to evaluate the analytical and judgement skills of the candidate. The topics are about relevant issues of life and candidates are expected to share their opinions about the situation as well as draw effective conclusions. These are commonly used in GDs for job roles such as journalism, mass communication or other liberal arts.
Abstract GD: As the name suggests, these GDs involve an abstract topic, and the main aim is to evaluate the abstract and original thinking of the clients. These GDs may be common in interviews for creative job roles and fields related to liberal arts as well as the ones which require analysis. The analytical skills of the candidate are also evaluated in such GDs.

Here we have summarised the basic characteristics of these types of GDs.


Factual GD	General Knowledge Depth of Knowledge Technical Knowledge & Skills	Technical Fields
Abstract GD	Analytical Skills Creativity Abstract Reasoning Lateral Thinking	Creative Job Roles, Fields Related to Liberal Arts
Case Study-Based GD	Analytical Skills Critical Skills Ability to Arrive at Solutions Practical Application of Concepts	Business, Management Job Roles, Administrative Interviews
Opinion-Based GD	Reasoning Skills Evaluation Skills Analytical Skills	Job Roles requiring Reasoning, Persuasion, Analysis

Dos and Don’ts in a Group Discussion (GD)

Top dos in a gd.

When going for a Group Discussion, there are certain considerations to be kept in mind that will prove helpful for excelling in it.

Some of the top dos for a GD are given here:

Briefly introduce yourself and the idea you are about to present in the discussion.
Try to take the lead in the conversation if you know the topic well.
Introduce new but topic-relevant perspectives and ideas in the discussion.
Always stay relevant to the topic of the GD.
Use facts and figures to support your ideas and make them stronger.
Do your research before appearing for the GD, try to prepare yourself for the topic if known beforehand.
Organise your main ideas and perspectives before speaking.
Use easy-to-understand language, correct grammar and a clear diction.
Present Multiple points of view on the topic.
Remember to have an engaging body language-make eye contact with the members of the group, nod occasionally while listening to others, and face the members of your GD.
Maintain a straight posture.
Be dressed in formal, decent and smart attire.
Maintain a confident tone and stance in the conversation.
Be respectful while counteracting or criticising a point made by another member of the group.
Only engage in constructive criticism of an idea.
When the discussion is drawing towards the end, try to summarise all the presented ideas and conclude the discussion.

Top Don’ts in a GD

Some of the most common mistakes to avoid while in a GD are given here:

Don’t jump into the conversation if you don’t have a solid point to put forth.
Don’t present or quote incorrect or confusing facts and figures if you are not sure about them.
Don’t take the lead if you are not sure about an idea.
Don’t steal others ideas or reiterate their perspectives without any insights of your own.
Don’t use jargon or complex language. Speak in simple but formal language.
Don’t interrupt others to put in your ideas.
Do not overspeak while others are presenting their points of view.
Do not be harsh/rude/argumentative while criticising others.
Don’t get personal while criticising or counteracting someone.
Don’t use an aggressive or excessively loud tone as it may put others off.
Don’t derail from the topic of conversation and avoid contributing irrelevant ideas to the discussion.
Don’t over-gesticulate, although using some hand gestures while speaking is recommended.
Don’t be slouched or appear disengaged in the conversation (not speaking, not facing others, having arms crossed across the chest, maintaining a negative facial expression etc.)
Don’t present controversial or judgemental or stereotypical ideas in the conversation as it may create a very negative impression upon the members and evaluators.
Don’t speak to the evaluator, rather focus on participating in the conversation as a member of the group.

Tips and Tricks to Excel in a Group Discussion (GD)

Here we have provided insights related to some of the top tips and tricks to crack a GD.

Don’t Underestimate your Attire

Many candidates do not pay attention to the attire while speaking of a GD. While it is not the utmost aspect of a GD, many research studies have pointed out that the attire is one of the first key components that helps create a first impression and can make you stand out in a group. Candidates should wear smart and decent formal outfits, and too bright colours (e.g. neons or other bright colours) should be avoided. The aim is to be smartly and professionally well-groomed.

Prepare in Advance

One of the key aspects to excel in a GD is to be prepared before participating in one. Based on the type of interview you are going to appear for (government job entrance or educational interview or regular job interview etc.), you can prepare some ideas on commonly asked topics of GD. Research is the key to excelling in a GD, as it helps you gain knowledge, be aware of the key aspects of the topic and use it to gain leverage over other members.

Additionally, if you already know the topic of the GD beforehand it is a good start to do a thorough research and study on the topic before appearing for the GD.

Use Facts and Research

The use of facts, figures and research findings enhances the credibility of your ideas, which means you gain an authority in the discussion in a way. So it is always recommended to support your ideas and perspectives with some supporting study findings or facts or figures.

HOWEVER, DO NOT PRESENT INACCURATE FACTS AND FIGURES TO SUPPORT YOUR IDEAS.

Focus on Body Language and Gestures

The use of an active and engaging body language can be helpful and can help you form a positive impression on the other members of the group as well as the evaluator. You should maintain a straight posture, face the speakers while listening and express that you are engaged in the discussion. Maintaining eye contact with others while speaking, nodding while listening etc. can be helpful.

Use hand gestures occasionally to emphasise your ideas and perspectives, but be mindful that you don’t over-gesticulate as it may be distracting and may take the focus away from what is being spoken by you.

Role of Original Ideas

This is an area to pay attention to. In most GDs, one the prime aspects being evaluated is whether you have original, insightful ideas to contribute to an issue/topic. Creativity is also noted in many GDs. Hence, it is important that while speaking, you put forth original and creative ideas into the conversation. And in order to be able to do so, you can research common topics, issues, current affairs etc. to develop your own insights about a diverse range of subjects.

Focus on the Topic of Discussion

In many cases, a GD can derail from the initial topic of the discussion or may get static on an aspect which is not central to the topic. When you see this happening, you can try to bring the focus of the conversation back to the main issue without interrupting others or letting them put forward their ideas. This communicates to the members and evaluators that you can effectively strategize and bring the focus back on the problem in hand as well as direct a group’s path of discussion by taking a lead.

Find Solutions over Criticisms

While it is important to present criticisms or counter points about an issue, the aim should be to present a balanced perspective. Moreover, rather than just focusing on the problems, it is important to draw out or suggest solutions to the problem. This is important since it reflects your problem-solving abilities in a group endeavour.

Maintain Decorum and Courtesy

This is one of the most basic and preliminary aspects to keep in mind while in a GD. It is of utmost importance to maintain decorum and a respectful environment in the GD. While counteracting someone’s perspective, it should be done in a respectful manner. Criticism should be constructive and one shouldn’t interrupt others when they are presenting their ideas. It is important to be polite and courteous, without being harsh or rude to any member in the group. Your soft skills and communication skills are as important in a GD as your technical knowledge and the logic of your perspective.

Ask for Clarifications

You should ask for further clarifications when needed or in case you feel any idea being presented by any other member in the GD is ambiguous and you can present a counterpoint to it. However, this should not be overdone as it may lead to derailing from the focus of the conversation.

Summarise and Conclude on an Optimistic Note

You should not end the conversation on a random note or without a conclusion. In many cases, GDs are time-bound. In case you feel the conversation drawing to an end or ending on an inconclusive note, you can take the lead, and summarise all the perspectives presented in the conversation and then draw a conclusion of the discussion. It is a good idea to end on an optimistic note, possibly coming up with a generalised learning from the discussion or suggesting a solution in case the topic of conversation was a social issue, problem or a case study.

Keeping these dos, don’ts and tips in mind, you can ace a group discussion and stand out from the crowd.

Process of a Group Discussion

If you are confused about how a GD actually occurs, here we have explained the process of a GD.

Firstly, a GD has the following main phases:

Introduction of GD: a GD starts with the facilitator of the discussion introducing the topic of the discussion. In this phase, the members of the GD present their initial ideas about the topic.
Central GD: This is the main part of the GD where the discussion includes the members putting forth their main ideas. During this period, the direction of the entire GD gets decided.
Conclusion: the GD ends with the members concluding the discussion by providing their final thoughts. As already discussed above, at this stage, you can shine through by concluding the entire discussion by summarising the gist of the conversation and possibly suggesting some ending solutions or takeaways from the GD.

The process of a GD is discussed here:

The GD begins with the facilitator introducing and welcoming the members of the GD.
The facilitator then sets the agenda for the GD by introducing the topic for discussion. In some cases, the facilitator may give a brief lead to the group so as to give them a nudge in the direction to which they want to direct the conversation.
Usually after the topic is introduced, the members are given a couple of minutes to jot down their major ideas and organise their thoughts before the actual conversation begins.
Once the actual GD starts, members start presenting their ideas and hop in to put in new perspectives.
Through the course of GD, the main ideas are presented in the conversations and different individuals emerge out differently from the discussion.
As the GD draws towards its conclusion, the members present their final concluding thoughts.
Once the GD is effectively concluded, the evaluators share the feedback based on the evaluations made during the conversation.

How is a Group Discussion Evaluated?

Here is your promised segment based on insights from our top counselors.

When you understand how a GD is evaluated, you can better tweak your skills and performance to effectively crack a GD.

Firstly, it is important to understand that how a GD is evaluated depends to a great extent on what the purpose of the GD is.

For example, the evaluation of a GD for a job interview involving a technical job role would have a primary focus on the technical knowledge of the candidate. On the other hand, the GD for a job role that involves a lot of interaction or communication, the primary focus of evaluation would be on soft skills such as communication skills, persuasion skills etc.

Based on a curated list of insights gathered from our experts at the College Vidya team, here we have listed down some of the most important skill areas that are evaluated in a GD.

Knowledge: This is one of the primary aspects being evaluated in any GD, i.e. the depth of your technical knowledge in a field or your general knowledge. This is important if you are applying for a job role or educational course focused on hard skills and technical expertise.
Creative & Original Thought: Many evaluators look for the originality in your thought process as well as creative ideas that you can contribute to the discussion. So it is important to present your own understanding and insights in a GD rather than following the cues of others or solely presenting the already established opinions and facts on the topic.
Soft Skills: As already stated, the evaluation of a GD for a job role involving interaction and communication is focused on the various soft skills of the candidates. For example, major soft skills such as your social skills (ability to interact well with others, being attuned to others behaviours, intentions and emotions), communication skills, ability to listen, time management (e.g. how well you are able to articulate your ideas in the GD within a time frame), problem-solving skills, ability to work in the group, leadership skills etc. are often evaluated as well in a GD alongside your technical knowledge about the domain.
Structure of Thought: Many evaluators also assess your structure of thought in a GD, i.e. how well your thought and analytical abilities are focused on the topic, whether or not you derail from the main agenda of the discussion and how logically structured or cohesive your thought process is.
Analytical Skills and Critical Thought: While appearing for GDs that involve a managerial or business position, evaluators also take into account your analytical skills, critical skills, lateral thought as well as abstraction abilities, as these exemplify your ability to address new problems with an independent thought.
Open-Mindedness: This is also an important area. Evaluators also assess how well and constructively you are able to take the perspectives put forth by others, which in many cases may be contrasting your own viewpoints. It is an important area of soft skills as well, and while participating in a GD you should be able to calmly address counters to your viewpoint, and handle criticisms constructively.

Common Topics of GDs

Group discussions can be virtually held on any topic, but some of the common topical areas of GDs include (but are not limited to):

Current Affairs
Social Issues
Socio-Political Issues
Abstract Topics
Topics Related to the Domain of Business and Economics
Coronavirus Pandemic and its Global Impact
International Events
Sports-Related Areas
Educational Sector Topics
Management Related Case Studies etc.

Conclusion

So, GDs are fairly common today and you are very likely to face a GD at some point in your life be it due to educational or vocational endeavours. So it is important to understand the basics of GD as well as understand how one can easily ace a GD with confidence and a few simple practices. With confidence and a few simple steps, one can excel in a GD. Practice of communication in a group is another important aspect to be kept in mind.

FAQs (Frequently Asked Questions)

⭐ what are the types of gd.

GD can be of many types, some of the common ones being factual GDs, opinion-based GDs, case-study based GDs, abstract GDs.

⭐ How to start a GD?

You can start a GD by introducing your main idea very briefly and by effectively taking the lead by presenting your initial thoughts on the topic.

⭐ What are tips for doing well in GD?

In this blog, we have listed the major tips and important dos and don’ts for doing well in a GD.

⭐ Can I give personal examples in a GD?

Yes, it is alright to share an insight from a personal experience in a GD only as long as it is relevant to the subject of discussion and is not offensive to any other member or community. It is not recommended to share too many personal experiences in a GD.

⭐ What are the 3 parts of a GD?

The three parts of a GD are (a) Introduction, (b) Body of a GD and (c) Conclusion of the GD.

⭐ Some common topics for GD in 2022?

There can be many commonly asked topics for a GD today, however, certain topics like the coronavirus pandemic, its global impact, current affairs, international relations, the Russia-Ukraine war, socio-political issues etc. are common.

By College Vidya Team

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Types of Group Discussion

Types of GD based on the Topics Assigned

The Team-Based Group Discussions are an element of the admissions process. The discussing team will have a prompt and a purpose to work together and achieve a tangible result. This blog discusses different categories of GD based on the assigned GD topics .

Different types of topics distributed to participants for GD are Factual Topics, Abstract Topics, Argumentative Topics, Opinion based Topics, Current Affairs, and Case studies

It is necessary to understand the aspiration of the panelists when they have assigned a topic to the group. The assigned topic gives sufficient cues about how the discussion should be conducted. Here are the types of GDs based on how they should be conducted, depending upon the topics assigned. Understanding this will help you drive your GD in the right direction. In reference to the topic asked, GD can be of the following types:

GD task may be allocated to you to:

Create a new situation – form a coalition, start an initiative, etc.
Discover cooperative arrangements in the groups
Discuss or evaluate an issue, for a better understanding
Create a plan
Discuss policies and policy changes
Study laws, regulations and some developments, etc.
Arrive at an action
Solve a problem
Resolve a conflict
Plan some work or task

Subscribe Free For Trending GD Topics (Solved)

Types of group discussion (gd), group discussions can be divided into 3 types:.

The matter for these types of Group discussion is based on current affairs or static matters. Students are advised to be thorough with these and read newspapers daily to be up to date. Also, these discussions are not time bound.

In this student are given situations especially out of a business and will be judged on how they reach a solution to the problem. They will be required to analyse the situation and give their views.

This kind of discussion gives no outline of the topic, which means no one knows which direction to take. The participants must use innovative strategies and ideas to steer the discussion. The topic could be one word or a sentence, but no one usually knows what to say on that or what the panel might like.

Contrary to what is understood, Group Discussions do not differ on difficulty level. A good weightage is based on it and the panel makes sure only the one deserving get through

Admission in MBA/PGDM Open For Below Colleges

Are You Gearing Up For Your WAT-GD-PI Rounds?

WAT-GD-PI is an important phase that decides the conversion of your MBA call. Preparation of GD rounds requires a proper plan and strategy. So, understand the offer of admission and know that your performance in GD needs to have a structured groundwork.

Group Discussions are a methodology used by management institutes to gauge certain personality traits and skills required in a candidate. For a Group Discussion, the group of candidates may range from 5 to 15 members. Candidates are given a topic or a situation, given a few minutes to ponder over the topic, and then asked to discuss it with each other for 10 to 20 minutes.

Conclusion:

For an effective GD, make good statements. Keep practicing Mock GDs with peers under supervision. Be polite and composed throughout the discussion. Be assertive and maintain decorum. Use informative words, use hand gestures, and initiate the discussion. Try to conclude the discussion too as it is a token of leadership talent.

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Effectiveness of Pelvic Floor Muscle and Education-Based Therapies on Bladder, Bowel, Vaginal, Sexual, Psychological Function, Quality of Life, and Pelvic Floor Muscle Function in Females Treated for Gynecological Cancer: A Systematic Review

Open access
Published: 23 August 2024

Cite this article

You have full access to this open access article

Marie-Pierre Cyr 1 ,
Tamara Jones 2 ,
Robyn Brennen 3 , 4 ,
Udari Colombage 5 &
Helena C. Frawley 6 , 7

Purpose of Review

Gynecological malignancies are prevalent in females, and this population is likely to experience symptoms of pelvic floor disorders and sexual dysfunction. Non-surgical, non-pharmaceutical conservative therapies, namely pelvic floor muscle (PFM) therapies and education-based interventions, could be beneficial for this population. The purpose of this systematic review was to examine the evidence regarding their effectiveness on bladder, bowel, vaginal, sexual, psychological function, quality of life, and PFM function in gynecological cancer populations.

Recent Findings

Six databases were searched to identify studies employing any interventional study design, except case studies, to investigate the effect of PFM therapies, education-based interventions, or combined therapies on any outcome of interest. The search yielded 4467 results, from which 20 studies were included. Of these, 11 (55%) were RCTs, two (10%) were non-RCTs with two groups, and seven (35%) were non-RCTs with a single group. Findings suggest that combined (multimodal) therapies, specifically PFM (active > passive) + education therapies, appear more effective for vaginal, overall pelvic floor, sexual, and PFM function. PFM therapies (active and/or electrostimulation) may improve bladder outcomes. Limited evidence suggests PFM (active) + education therapies may improve bowel function. Conservative therapies may improve psychological function, although available data do not appear to favor a particular therapy. Given the conflicting findings regarding quality of life, no clear conclusions can be made. Interpretation of findings highlighted the importance of intervention dosage, adherence, and supervision for optimal effectiveness. Despite the limitations of the included studies, this review provides new and valuable insights for future research and clinical practice.

Avoid common mistakes on your manuscript.

Introduction

Gynecological malignancies account for 15–16% of cancer cases in females, totaling an estimation of 1,473,427 new cases globally every year [ 1 ]. Females diagnosed with gynecological cancer often develop symptoms of pelvic floor disorders and sexual dysfunction because of cancer and its treatment [ 2 , 3 ]. Surgery, which may involve the removal of the uterus or one or two ovaries, and radiotherapy, including brachytherapy and external-beam radiation therapy, are commonly administered as part of individual treatment plans, and can cause direct and indirect changes in pelvic floor tissues [ 4 ]. These changes potentially contribute to the development, maintenance, or worsening of symptoms of pelvic floor disorders and sexual dysfunction [ 5 ]. Among gynecological cancer survivors, up to 76% of females suffer from urinary incontinence, 34% from fecal incontinence, 58% from dyspareunia, 17% from pelvic organ prolapse, and 75% from sexual dysfunction [ 2 ], which can prompt psychological distress and affect quality of life [ 6 , 7 ].

Given the high prevalence and repercussions of symptoms of pelvic floor disorders and sexual dysfunction in gynecological cancer populations, many studies have investigated different interventions to alleviate their burden. There is an advantage in considering non-pharmaceutical conservative therapies for this population as hormone replacement therapy is controversial in females with hormone-receptor positive cancer and there are potential undesired effects with pharmaceutical products [ 8 ]. A recent systematic review examined the effectiveness of pelvic floor muscle (PFM) therapies in gynecological cancer survivors [ 9 ]. At the time of the review, only seven studies, with varying methodological quality, all of which involved delivery of therapies after cancer treatment (i.e., rehabilitation), were identified [ 9 ]. Among included outcomes, only sexual function and quality of life had sufficient data to form conclusions: low-to-moderate evidence was found to support the effectiveness of PFM training or dilator therapy in improving sexual function and quality of life in cervical cancer survivors [ 9 ]. It is crucial to review recent evidence to assess whether new findings add to or modify existing knowledge. This should include the examination of a range of outcomes, including bladder, bowel, vaginal, sexual, psychological function, quality of life, and PFM function [ 9 ] to document the proposed multifaceted effectiveness of PFM therapies [ 10 ]. In addition, given the interest in implementing interventions for preventive purposes, recent studies may have delivered PFM therapies before or during cancer treatment, and deserve examination to determine if these can be beneficial.

In addition to PFM therapies, education-based therapies that can indirectly influence the pelvic floor may improve specific outcomes and are often delivered in combination with PFM therapies. The objective of this systematic review was to examine the evidence regarding the effectiveness of non-surgical, non-pharmaceutical conservative therapies, namely PFM therapies and education-based therapies, on bladder, bowel, vaginal, sexual, psychological function, quality of life, and PFM function in gynecological cancer populations.

Materials and Methods

General methodology and search strategy.

This systematic review was undertaken and reported in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [ 11 ] and the Synthesis Without Meta-analysis (SWiM) Reporting Guideline [ 12 ]. Informed by a prior review [ 9 ] and in collaboration with a medical librarian, the search strategy was created based on PICO eligibility criteria. Studies were searched in six databases (Medline, Embase, CINAHL, Cochrane Library, PsycINFO, and Emcare) from their respective inception to December 2023. Supplementary Information 1 provides the details of the search strategy.

Study Selection

Any original, quantitative, prospective study, including randomized controlled trials (RCTs), non-randomized controlled trials (non-RCTs), interventional cohort or case series (pre-post) studies, and pilot studies, except case studies, were included. Papers written in English or French, and published in a peer-reviewed journal were eligible. Eligibility criteria as per the PICOT approach (P: population, I: intervention, C: comparison, O: outcome, T: time frame; timing of delivery) are presented in Table 1 . One reviewer (MPC, RB, or UC) independently selected the studies by screening titles and abstracts, followed by full texts. Two reviewers (HF and TJ) verified the eligibility of included studies. Any disagreement between the reviewers for selection of studies was solved through team discussion.

Data Extraction

Two reviewers (reviewer 1: MPC, RB, or UC, and reviewer 2: TJ) independently extracted data using a customized data extraction sheet which was created, and pilot tested by the team (MPC, HF, RB, UC, and TJ). Extracted data included study details, population characteristics, intervention arms, including the treatment group (TG) intervention and the comparator group (CG), outcomes as outlined in the eligibility criteria of this systematic review and their associated outcome measures, adverse events, assessment timepoints, and results. If data were not interpretable, attempts were made to contact the authors for clarification. The Template for Intervention Description and Replication (TIDieR) checklist [ 13 ] was used to retrieve information about PFM therapies and education-based therapies. Any disagreement between reviewers for data extraction was solved through team discussion.

Risk of Bias and Quality Assessment

The risk of bias of included studies was assessed independently by two reviewers (reviewer 1: MPC, RB, or UC, and reviewer 2: TJ) using the Cochrane risk-of-bias (RoB) tool for RCTs [ 14 ], the Newcastle–Ottawa Scale (NOS) for non-RCTs with two groups [ 15 ], or Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Quasi-Experimental Studies for non-RCTs with a single group [ 16 ]. The percentage of agreement between reviewers was calculated. Any disagreement between the reviewers for risk of bias or quality assessment were solved through team discussion.

Data Interpretation and Synthesis

PFM therapies were categorized according to their description in the included studies and grouped for interpretation in order to reduce heterogeneity. PFM therapies were considered ‘active’ if they involved voluntary control of PFM activation by the individual; ‘passive’ if they involved no voluntary control of PFM activation by the individual but rather techniques from external sources aimed at changing pelvic floor tissues, such as manual therapy, dilator therapy, desensitization techniques, direct application of vaginal lubricant, moisturizer; or ‘electrostimulation’ if they involved electrical current to stimulate PFM activity. Assessment timepoints were categorized as follows: ‘baseline’ for the initial assessment before intervention, ‘follow-up timepoint’ for subsequent assessments, and ‘end timepoint’ when there was only one subsequent assessment, or this was explicitly identified as such by the authors when more than one follow-up assessment was performed. To aid in interpretating the results of individual studies, data values and their significance, or narrative descriptions, were used to indicate the ‘direction of findings’. Considerations for interpretation were summarized to provide further interpretation of the findings. For the TIDieR checklist, each described item was assigned a score of’1’, with a maximum achievable score of 12 for each study. A score of ‘12’ indicated that the description of the TG intervention satisfied all items on the checklist.

For this systematic review, a summary narrative synthesis approach was adopted, and thematic categorization was employed to allow a comprehensive review of the available evidence [ 12 ]. Findings are presented according to each outcome of interest, namely bladder, bowel, vaginal, overall pelvic floor, sexual, psychological function, quality of life, and PFM function. Additionally, the level of evidence for each outcome was rated according to the study design using the Oxford Centre for Evidence-Based Medicine (OCEBM) 2011 Levels of Evidence framework [ 17 ], and grouped according to the type of TG intervention, which informed the overall interpretation and recommendations.

Selected Studies

Figure 1 presents the flow chart of this systematic review. A total of 4467 records were identified and screened. After screening titles and abstracts, 64 full texts were assessed for eligibility. Twenty-four full texts were included, representing 20 original, individual studies conducted in gynecological cancer populations, of which 11 (55%) studies were RCTs ( n = 1288 females), two (10%) were non-RCTs with two groups ( n = 183 females), and seven (35%) were non-RCTs with single group ( n = 230 females).

PRISMA Flow Chart

Table 2 shows the characteristics of included studies. Studies are presented according to the study design (RCTs followed by non-RCTs), type of TG intervention (combined therapies followed by PFM and education-based therapies), arranged from the most recent to the oldest studies. The age range of females spanned from 32 to 66 years. The most represented gynecological cancer was cervical cancer, with 1326 females, representing 78% of gynecological cancer populations. One study (5%) examined a prehabilitation intervention (before cancer treatment), 10 (50%) rehabilitation interventions (after cancer treatment), and nine (45%) mixed interventions (delivery over more than one cancer treatment time phase). Full description of TG interventions as reported by the study authors and according to the TIDieR checklist can be found in Supplementary Information 2 . The number of satisfied items from the TIDieR checklist, which was used to assess the quality of reporting of TG interventions, ranged between 5–11 (out of 12), representing 42%-92% of the total checklist items. Based on the available assessment timepoints in included studies, the majority used follow-up time frame related to short- and medium-term effectiveness, and only one study (5%) provided results for long-term effectiveness [ 10 ]. Studies reported intervention effect on bladder ( n = 11, 55%), bowel ( n = 6, 30%), vaginal ( n = 6, 30%), overall pelvic floor ( n = 2, 10%), sexual ( n = 10, 50%), psychological ( n = 8, 40%) function, quality of life ( n = 8, 40%), and PFM function ( n = 7, 35%).

Tables 3 , 4 and 5 show the item and overall rating on the risk of bias or quality assessment tool of all included studies according to study design. For all RCTs, the overall risk of bias was assessed as ‘some concerns’ using the RoB tool. For non-RCTs with two groups, one study was of ‘poor quality’ and one of ‘fair quality’ according to the NOS. For non-RCTs with single group, the percentage of satisfied criteria ranged from 4 to 6 out of 7 on the JBI checklist. The agreement between reviewers for all scored items was 89%.

Supplementary Information 3 presents the findings of individual studies on bladder, bowel, vaginal, overall pelvic floor, sexual, psychological function, quality of life, and PFM function, along with considerations for interpretation. Only five studies out of the 20 included studies (25%) reported data on adverse events related to the TG intervention. Among these, one study reported no adverse events related to a PFM training program [ 36 ] and four studies reported temporary minor adverse effects experienced by a small number of participants [ 19 , 20 , 31 , 34 ]. These included small amount of vaginal bleeding [ 34 ], irritation related to a vaginal product, and shoulder pain [ 31 ] for PFM therapies involving exercises with insertion of a device or dilator into the vaginal cavity, as well as urinary retention and dysuria for therapies involving catheterization [ 19 , 20 ].

Bladder Function

Six RCTs provided data on bladder function [ 18 , 19 , 20 , 22 , 23 , 24 ], one of which presented results that were non-interpretable [ 24 ]. Based on two RCTs with reasonable sample sizes, PFM therapies (active or electrostimulation) reduced post-void residual (PVR) [ 19 , 20 ]. An improvement in both urogenital distress (UDI-6) and urinary incontinence impact (UIQ-7) following a combination of PFM therapy (active) + education was found in another recent RCT ( n = 130) [ 18 ], although a sample size calculation was not reported and some aspects of intervention dosage were unclear. Only one RCT identified a primary outcome which informed a sample size calculation ( n = 40) [ 22 ], however the outcome selected was a post-intervention measure only, and no difference between groups was found following a combination of PFM therapy (active) + education with low supervision. An older RCT showed no difference between groups in bladder function (APFQ) following a combination of PFM therapy (active) + education + other exercises [ 23 ], however sample size was very small ( n = 28) with no sample size calculation provided and the intervention appeared to be low intensity. Intervention descriptions were limited for the majority of RCTs.

One non-RCT reported findings from a two-group comparison indicating improvement in favor of TG for bladder emptying and bladder compliance outcomes (however the two groups were quite imbalanced in number: n = 76 for TG vs n = 44 for CG); but not for urethral closure pressure following PFM therapy (active + electrostimulation) [ 29 ]. Four studies reported results of single-group pre-post comparisons [ 10 , 31 , 34 , 35 , 36 ], ranging from very small ( n = 8) to medium ( n = 49) sample size. Among these, two studies stated a priori they were feasibility or pilot studies, and they achieved their pre-defined outcome indicating that the study or intervention was feasible [ 31 , 34 ]. Three studies provided PFM (active ± passive) + education therapies, of which two demonstrated a significant improvement in bladder function (ICIQ-UI SF, pad test, 3-day bladder diary) from baseline to post-intervention [ 31 , 35 ] and 12-month post-intervention [ 10 ], and one a non-significant improvement in bladder function (prevalence of urinary incontinence, ICIQ-UI SF) from baseline to post-intervention [ 34 ], although no studies were powered for these outcomes. One study did not show improvement in bladder function (ICIQ-UI SF) after PFM therapy (active) [ 36 ]; details of intervention were unclear, and the study had high attrition, whereas the other three studies [ 10 , 31 , 34 , 35 ] reported their interventions clearly and attrition rates were lower.

Bowel Function

Three RCTs provided data on bowel function [ 18 , 23 , 24 ]; results from one RCT were not interpretable [ 24 ] and the other two presented inconsistent findings [ 18 , 23 ]. An improvement in both colorectal-anal distress (CRADI-8) and colorectal-anal impact (CRAIQ-7) following a combination of PFM therapy (active) + education was found in one recent RCT [ 18 ]. Even though this study had a reasonable sample size ( n = 130) [ 18 ], no sample size calculation was reported and intervention reporting was limited in detail, as previously reported in the bladder function outcome results for this study. An older study that provided PFM therapy (active) + education + other exercises did not show a difference in bowel symptoms between groups [ 23 ], however, the very small sample size ( n = 28) and more recent study may be factors in this negative finding.

Three studies reported results of single-group pre-post comparisons [ 31 , 34 , 36 ]. One study provided PFM (active ± passive) + education therapies and observed significant improvement in bowel function (ICIQ-B) [ 31 ], whereas another study showed non-significant improvement in bowel function (ICIQ-B and prevalence of fecal incontinence) post-intervention [ 34 ]; both followed the same direction of findings as for bladder function outcome. No improvement in prevalence of anal incontinence was found following PFM therapy (active) in the other study [ 36 ]; as mentioned in bladder outcome results, details of intervention were unclear, and the study had high attrition.

Vaginal Function

Three RCTs provided data on vaginal function [ 18 , 24 , 26 ]. The most recent study identified an improvement in pelvic organ prolapse (POP) symptoms and impact (POPDI-6 and POPIQ-7) following PFM therapy (active) + education, although limitations of this study are as reported in bladder and bowel function outcome results above [ 18 ]. The other two RCTs, with n = 88 [ 24 ] and n = 318 [ 26 ], the latter corresponding to the largest study included in this review, investigated the effect of therapies including dilator therapy on vaginal stenosis and dimensions (instrument-measure outcome, LENT SOMA Scale); this was the primary outcome in Cerentini et al. [ 24 ]. Neither study detected a significant difference between groups. These results could have been affected by low adherence to the therapy [ 24 ], variation in vaginal dilator management among participants or lack of supervision, or timing of the intervention – during radiotherapy – in an heterogenous population [ 26 ], which may have made detection of a response to therapy difficult.

Three studies reported results of single-group pre-post comparisons [ 10 , 31 , 39 , 40 ]. The study that provided a combination of PFM therapy (active + passive) + education [ 10 , 31 ] demonstrated improvement in a range of vaginal signs and symptoms which were maintained 12-month post-intervention, with intervention details well reported. Two studies provided education interventions alone: psycho-education [ 39 ] and mindfulness-based cognitive behavioral intervention [ 40 ], neither of which showed improvement, and intervention descriptions were scant.

Overall Pelvic Floor Function

One recent RCT provided data on overall pelvic floor function [ 18 ]. This study showed a reduction in pelvic floor distress (PFDI-20) and impact on quality of life (PFIQ-7), which were listed as the primary outcomes for the study, following a combination of PFM therapy (active) + education [ 18 ]. Results followed the same direction of findings as for bladder, bowel, and vaginal function of the same study [ 18 ].

One two-group non-RCT provided PFM therapy (active + electrostimulation) and also showed a reduction in symptoms (pelvic floor distress [PFDI-20]) [ 29 ], supporting improvement observed in instrument-measured outcomes such as PVR, bladder compliance, and bladder detrusor systolic pressure [ 29 ]; but no primary outcome was stated. Intervention descriptions in both studies were scant.

Sexual Function

Five RCTs provided data on sexual function [ 21 , 23 , 26 , 27 , 28 ]. Among these, two provided a combination of PFM therapy (active) + education + other, and both showed an improvement in sexual function (FSFI, APFQ), despite quite different sample sizes ( n = 226 vs n = 28) [ 21 , 23 ]; neither of these studies were powered for this outcome. Three RCTs provided education and findings were inconsistent [ 26 , 27 , 28 ]: one observed an improvement in sexual function (FSFI) ( n = 69) [ 27 ], and the other two found no differences between groups (SVQ, Sexual History Form) ( n = 318 and n = 32) [ 26 , 28 ], of which one listed sexual function as the primary outcome [ 28 ]. The intervention dosage was either unclear [ 27 ] or low, and with high baseline outcome measure variance [ 26 , 28 ]; follow-up timepoints were unclear [ 27 , 28 ]; and one study included participants with different gynecological cancers who underwent radiotherapy during the study [ 26 ].

The only study that provided a sample size calculation based on a sexual function outcome was a non-RCT with two groups which provided an education-based intervention [ 30 ]. Although sample size was not achieved, the study found an improvement in sexual attitudes up to six weeks and sexual self-efficacy up to one week following the intervention [ 30 ]. Four studies reported results of single-group pre-post comparisons [ 10 , 31 , 33 , 37 , 38 , 39 , 40 ]. One study ( n = 31) involved PFM therapy (active + passive) + education, and reported improvements in all domains (dyspareunia – pain intensity and quality: NRS and MPQ; sexual function: FSFI; sexual matters: ICIQ-VS; sexual distress: FSDS-R; painful intercourse self-efficacy: PISES; frequency of sexual activities with vaginal penetration) following the intervention, with maintenance of effect 12-month post-intervention [ 10 , 31 , 33 ]; although the study was not powered for these outcomes. The other three studies provided an education-based intervention and presented mixed findings (FSFI, FSDS, DASA, etc.) [ 37 , 38 , 39 , 40 ], even though all studies had sexual function as a primary outcome but had no sample size calculation. However, all studies consistently found that education-based interventions alone did not improve sexual-related pain [ 37 , 38 , 39 , 40 ]. The study presenting the most intervention detail provided PFM therapy (active + passive) + education [ 10 , 31 , 33 ].

Psychological Function

Four RCTs provided data on psychological function [ 18 , 26 , 27 , 28 ]. Only one RCT identified psychological distress (HADS) as the primary outcome which informed a sample size calculation ( n = 318) [ 26 ], though no differences between groups were found in psychological (HADS) or symptom distress (MSAS-SF-R) following a predominantly education-based intervention involving mixed gynecological cancer types during radiotherapy [ 26 ]. Despite the lack of power calculation, with relatively small sample size and potentially low [ 28 ] or unclear [ 27 ] intervention dosage with unclear follow-up timepoints, two RCTs showed improvements in depression ( n = 69) [ 27 ] and fears about cancer and sexuality ( n = 32) [ 28 ] following education-based interventions. One recent RCT ( n = 130) [ 18 ] showed improvements in mental states (HAMA, HAMD) following PFM therapy (active) + education, although no sample size calculation was provided and intervention reporting was limited in detail.

Four studies reported results of single-group pre-post comparisons [ 10 , 33 , 37 , 38 , 39 , 40 ]. One study ( n = 31) involved PFM therapy (active + passive) + education, and showed improvements in all domains (body image concerns: BIS; pain anxiety: PASS; pain catastrophizing: PCS; depressive symptoms: BDI-II) following the intervention, which were maintained at 12-month post-intervention [ 10 , 33 ], however the study was not powered for these outcomes. Three studies provided education-based interventions with mixed results [ 37 , 38 , 39 , 40 ]. Improvement in some domains of BSI-18 were seen in one study ( n = 53), in which this was identified as a primary outcome measure [ 37 , 38 ]. Improvement in depression (BDI) was seen in another study ( n = 22), even though the primary outcome was sexual arousal [ 40 ], but no improvement in depression (BDI) was found following the education-based intervention in a study conducted by the same authors ( n = 31) [ 39 ].

Quality of Life

Seven RCTs assessed quality of life as an outcome [ 19 , 21 , 23 , 24 , 25 , 26 , 27 ]. All except one study used a cancer-specific quality of life tool [ 21 , 23 , 24 , 25 , 26 , 27 ], none were powered for quality of life outcomes, and the only study that listed quality of life as a primary outcome did not present between-group comparison results [ 23 ]. Overall, findings were mixed or equivocal, poorly reported, with no clear signal. One RCT ( n = 226) investigated a combination of PFM therapy (active) + nursing education + yoga and showed an impact in favor of TG in all domains except physical function [ 21 ]. One RCT ( n = 166) demonstrated the additional benefit of PFM therapy (active) to self-catheterization and detected a difference in burden (SPB) and comfort (GCB) in favor of PFM therapy (active) [ 19 ]. Two RCTs, with n = 88 [ 24 ] and n = 318 [ 26 ], investigated dilator therapy interventions and neither showed an impact on quality of life (EORTC QLQ-C30, FACT-G) [ 24 , 26 ]. Two RCTs, with n = 100 [ 25 ] and n = 69 [ 27 ], provided education-based interventions and indicated improvements in some domains of quality of life (FACT-CX [FACT-G + CX]), QLICP-CE, EORTC QLQ-C30) [ 25 , 27 ].

One single-group study assessed the effect of an education-based intervention (brief mindfulness-based CBT) on quality of life (SF-36) [ 40 ]. Results were mixed with an improvement in mental health but no improvement in physical health. This was based on a small sample ( n = 22), no sample size calculation was conducted, and the primary outcome was sexual arousal [ 40 ].

PFM function

Four RCTs provided data on PFM function [ 20 , 22 , 23 , 24 ], but only three studies reported between-group comparison results [ 20 , 23 , 24 ]. Two RCTs demonstrated an increase in PFM strength (digital palpation, vaginal squeeze pressure) following PFM therapy (active or electrostimulation) ± other ( n = 28 and n = 91) [ 20 , 23 ], although one RCT had significant differences on two out of four PFM function outcomes between groups at baseline which were not accounted for in analysis [ 20 ]. One RCT found no differences between groups (digital palpation with classification of participants into categories representing contractility/relaxation capacity levels) after PFM therapy (passive) ( n = 88) [ 24 ]. One RCT ( n = 88) found a reduced motor evoked potential threshold following sacral stimulation after PFM therapy (active) + education + other, which could be a marker for improved PFM function via peripheral neuromuscular function, among other measures which were not found different between groups [ 23 ]. No RCTs were powered for PFM function outcomes, and only one listed PFM function outcomes as the study primary outcome [ 23 ].

Four studies reported results of single-group pre-post comparisons [ 32 , 34 , 35 , 36 ]. All studies provided PFM therapy (active) [ 32 , 34 , 35 , 36 ], three had an additional education components [ 32 , 34 , 35 ], and one also provided PFM therapy (passive) [ 32 ]. Findings were mixed, and the direction of pre-post differences were inconsistent depending on the outcome measure or tool used; however, better results have been reported in the study on PFM therapy (active + passive) + education [ 32 ], and results suggest improvement in all PFM morphometry outcomes as assessed by ultrasound imaging, corresponding to improved PFM function at rest and during voluntary contraction, although dynamometric outcomes indicated improved PFM contractile properties other than for PFM strength [ 32 ]. Quality reporting of TG interventions was higher in single-group studies than in RCTs.

Evidence Summary

Table 6 presents the summary of the findings with level of evidence [ 17 ] and recommendations for each outcome.

This systematic review has summarized the evidence for the effectiveness of conservative therapies, namely PFM and education-based therapies, on bladder, bowel, vaginal, sexual, psychological function, quality of life, and PFM function in gynecological cancer populations. Overall, findings from RCTs and non-RCTs suggest that combined (multimodal) therapies – combinations of PFM (active > passive) + education – appear more effective than any other conservative therapies (i.e., PFM therapies or education alone) for vaginal, overall pelvic floor, sexual, and PFM function. For bladder function, most investigated interventions were PFM therapies (active and/or electrostimulation) only, and findings suggest that these therapies can improve bladder function; however, it is unclear if an education component may provide additional benefits. Evidence was limited but findings were encouraging for PFM (active) + education therapies to improve bowel function. The lack of improvement seen in RCTs that investigated the effect of PFM (passive: dilators) or education-based therapies to improve vaginal stenosis or vaginal dimensions, contrasted with the improvement seen in a single-group study that provided both PFM therapy (active + passive) + education, suggesting that a well-supervised multimodal therapies may be more effective for vaginal outcomes. Studies that investigated sexual function also suggested a better effect with combined therapies. The lack of improvement in sexual pain following education alone – if the pain experienced by the participants in these studies was chronic – is in line with the literature indicating that education alone is not as effective as pain science education and exercises [ 41 ], aligning with the findings of Cyr et al. [ 10 , 31 , 33 ]. Conservative therapies may improve psychological function, although available data do not appear to favor a particular therapy. A common observation that emerged from interpretation of findings for all outcomes, except for quality of life, is that intervention dosage, adherence, and supervision appear critical for optimal effectiveness. For quality of life, findings were mixed, and no clear conclusions can be drawn on the effectiveness of conservative therapies for this particular outcome. Even though adverse effects were not systematically reported in studies, very few were noted.

Interpretation of these findings must consider the limited number of included studies for each outcome (bladder function > sexual function > psychological function = quality of life > PFM function > bowel function = vaginal function > overall pelvic floor function). Additionally, the majority of studies either were non-powered and did not provide sample size calculations, had small sample sizes, did not specify a primary outcome or end timepoint, or provided poor description of TG interventions. Despite these methodological limitations, there are positive signals for certain outcomes and for specific therapies as summarized above. Findings from several studies in this review may be used to build our understanding of feasibility of recruitment and delivery of conservative therapies, to help inform power calculations for future trials, and to provide some evidence for clinical practice. The breadth of this systematic review also allowed the identification of areas for research which remain underexplored.

General Observations and Recommendations for Future Research

Several studies in this review found no between- or within-group differences for some specific outcomes related to bladder [ 22 , 23 , 29 , 34 , 36 ], bowel [ 23 , 34 , 36 ], vaginal [ 24 , 26 , 39 , 40 ], sexual [ 26 , 28 , 30 , 37 , 38 , 39 , 40 ], psychological function [ 26 , 37 , 38 , 39 ], quality of life [ 21 , 24 , 25 , 26 , 40 ], and PFM function [ 23 , 24 , 32 , 34 , 35 , 36 ]. This is likely explained by one or a combination of factors which are presented in Box 1.

Box 1: Factors That May Explain Non-Significant Between- or Within-Group Differences.

Factors
(a) The study lacks sufficient power to detect a statistically significant difference for this particular outcome (type II error)
(b) There are multiple comparisons without adjustment
(c) There are close similarities between TG intervention and CG intervention which could contribute to similar rather than different effect between groups
(d) The dosage of the TG intervention is insufficient to change the outcome (e.g., insufficient intensity, short duration, or low supervision)
(e) The TG intervention is unlikely to change outcome because of a mismatch between the intervention and the outcome (e.g., weak rationale for a short-duration physical-based intervention intended to improve quality of life outcome)
(f) There is high outcome measure variance at baseline (i.e., heterogeneity in either between- or within-groups) which could contribute to variation in participant treatment response
(g) Baseline measures suggest risk of floor/ceiling effect, making it challenging to detect a statistically significant difference, particularly when the baseline outcome indicates low severity or impact
(h) Properties (e.g., reliability, validity, and sensitivity to change) of the outcome measure or tool used to detect a statistically significant difference in the outcome are unknown or not robust

CG comparator group, TG treatment group

In this review, factors (a) and (b) emerged as the most problematic issue across studies showing no significant differences, emphasizing the necessity for future research to ensure adequate sample size to enhance confidence in the obtained results. A low proportion of studies identified a primary outcome, while a high proportion included more than three types of outcomes. This may contribute to a misunderstanding of the ultimate goal of the therapy. Although the inclusion of multiple outcomes may offer valuable clinical insights into potential mechanisms of treatment, additional benefits, or interactions among outcomes, each additional outcome must be sufficiently powered if it is to provide evidence of effectiveness, and bias associated with multiple comparisons should be considered. Future studies should choose a primary outcome based on the intent of the study and intervention: e.g., to establish clinical effectiveness based on an outcome important to the patient and likely to change in response to the intervention; or if a mechanistic study, an outcome that can assess the mechanism(s) of action of the intervention, and the cause(s) of differential responses. It is worth noting that studies that assessed a PFM function outcome used a range of outcome measures and tools, such as digital palpation, manometry, assessment using magnetic stimulation, ultrasound imaging, dynamometry, and EMG. These do not all provide the same information about PFM function, and findings should be interpreted accordingly.

Factors (c), (d), and (e) highlight pitfalls related to the TG intervention. Disappointingly, the quality reporting of TG interventions does not appear to have improved after the publication of the TIDieR checklist in 2014 [ 13 ], and slightly more non-RCTs ( n = 4/9, 44%) compared with RCTs ( n = 3/11, 27%) described their TG intervention in more detail, satisfying at least 10 items out of 12. Given that this low-quality reporting makes replication difficult in research and implementation for clinical practice, this underscores the importance of future studies to adequately define TG and CG interventions, with rationale for the targeted outcome and population, with supporting evidence. Regarding factors (d) and (e), effects in some outcomes (e.g., psychological function, quality of life, and PFM function) could have been limited because some interventions were not designed to directly target these outcomes and involved potentially inadequate dosage to observe improvements. Further studies that are powered and specifically targeted for these outcomes with adequate dosage and information on participant characteristics are required to inform intervention effectiveness.

Factors (f) and (g) can be linked to selection bias, where a more homogeneous group of participants with the outcome of interest may increase the likelihood of detecting a statistically significant difference following intervention; however, the homogeneity may increase the difficulty with recruitment. As for factor (h), it is critical that future studies employ reliable, valid, and sensitive-to-change outcome measures or tools to assess the effectiveness of conservative therapies.

In addition to the above recommendations for more robust study designs, there is a clear need for more investigation into conservative therapies across various gynecological cancer populations, particularly beyond cervical cancer populations. In addition, the potential benefits of interventions administered before and during cancer treatment are under-researched, with few studies including interventions delivered at this time. The long-term effectiveness of conservative therapies also remains insufficiently explored.

General Recommendations for Clinical Practice

High-quality evidence forms the foundation of clinical practice, which has traditionally been obtained through RCTs [ 42 ]. However, RCTs are expensive and require substantial resources. Recruiting patients diagnosed with or treated for gynecological cancer is challenging [ 31 , 43 , 44 ], making it difficult to gather large samples in a timely manner for a single RCT. More collaboration between multiple centers and institutions is recommended to mobilize the necessary resources in this field of research. RCTs also typically focus on more established interventions, which can be problematic in fields where data supporting effective interventions is scarce. Nevertheless, clinical practice should be informed by the best level of evidence available, and the findings from non-RCTs in this review help inform clinical practice where RCT level evidence is unavailable [ 45 ].

Given the high prevalence of symptoms of pelvic floor disorders and sexual dysfunction in gynecological cancer populations and the evidence available supporting conservative therapies as generally safe and potentially effective, greater efforts should be made to integrate conservative therapies into screening, referral, and treatment pathways of care throughout the cancer trajectory. Caution is required regarding the use of electrostimulation on pelvic floor tissues given the lack of data supporting its safety in cancer populations; patients should be monitored closely for any adverse events that may arise when this or any other type of conservative therapies are provided. As the clinical context varies in different countries and across different regions (urban, rural, and remote), clinicians need to consider the most effective care they can deliver with available resources and to meet patient preferences, with consideration of in-person, remote, or hybrid models of care as required.

Strengths and Limitations

This systematic review has several strengths. We conducted a comprehensive review, incorporating both RCT and non-RCT study designs, alongside a diverse array of outcomes, covering the spectrum of prehabilitation to rehabilitation conservative therapies in gynecological cancer populations. This approach allowed us to evaluate various levels of evidence to inform further research and provide essential clinical insights. A broad search was performed using a strategy adapted to the purpose of this review. Two reviewers independently conducted study selection, assessed risk of bias and quality assessment, and extracted data, with strong agreement. The TIDieR checklist was used to evaluate intervention reporting in studies [ 13 ].

This systematic review possesses several limitations that should be considered when interpreting the findings. In this review, we noted that the heterogeneity of interventions tested per outcome, the diversity of outcome measures used per outcome, and the quantity of appropriate post-intervention data to combine were insufficient to perform meta-analyses. Although this review included a large range of outcomes important to patients, the social domain individually was not covered, although it may be a dimension of quality of life. Given the significance of addressing diverse needs within cancer populations, inclusion of the social domain specifically may be considered in future reviews [ 46 , 47 ]. In addition, the breadth of this work, including its conclusions, generalizations, and potential applications, is informed by the characteristics and quality of studies included. As the majority of studies represented females with cervical cancer and examined only short-term effectiveness of conservative therapies delivered after cancer treatment, findings of this systematic review may be generalizable to this specific population, this follow-up time frame, and timing of delivery.

Conclusions

This is the first study to review the evidence on effectiveness of both PFM and education-based therapies in gynecological cancer populations, with some positive findings emerging of the benefit of these therapies on a range of important outcomes in this population. The findings of this systematic review should be interpreted with caution due to variation in quality of study reporting, as evidenced by the TIDieR checklist, and potential biases, informed by the risk of bias and quality assessment tools.

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Acknowledgements

Marie-Pierre Cyr’s salary was supported by a Banting fellowship from the Canadian Institutes of Health Research (CIHR) and Helena Frawley’s salary was supported by a Victorian Cancer Agency Fellowship, and a Medical Research Future Fund grant during this period.

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Tamara Jones

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MPC and HF contributed to conceptualization and validation. MPC, HF, RB, and UC contributed to methodology. MPC, HF, TJ, RB, and UC contributed to investigation, data curation, and analysis. MPC wrote the main manuscript text. All authors reviewed the manuscript.

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Cyr, MP., Jones, T., Brennen, R. et al. Effectiveness of Pelvic Floor Muscle and Education-Based Therapies on Bladder, Bowel, Vaginal, Sexual, Psychological Function, Quality of Life, and Pelvic Floor Muscle Function in Females Treated for Gynecological Cancer: A Systematic Review. Curr Oncol Rep (2024). https://doi.org/10.1007/s11912-024-01586-7

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Diagnosing sarcopenia with ai-aided ultrasound (dinosaur)—a pilot study.

1. Introduction

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Yoshida, T.; Watanabe, Y.; Yokoyama, K.; Kimura, M.; Yamada, Y. Thigh muscle thickness on ultrasonography for diagnosing sarcopenia: The Kyoto-Kameoka study. Geriatr. Gerontol. Int. 2023 , 24 , 156–161. [ Google Scholar ] [ CrossRef ] [ PubMed ]
Narici, M.; McPhee, J.; Conte, M.; Franchi, M.V.; Mitchell, K.; Tagliaferri, S.; Monti, E.; Marcolin, G.; Atherton, P.J.; Smith, K.; et al. Age-related alterations in muscle architecture are a signature of sarcopenia: The ultrasound sarcopenia index. J. Cachexia Sarcopenia Muscle 2021 , 12 , 973–982. [ Google Scholar ] [ CrossRef ]
Zhu, S.; Lin, W.; Chen, S.; Qi, H.; Wang, S.; Zhang, A.; Cai, J.; Lai, B.; Sheng, Y.; Ding, G. The correlation of muscle thickness and pennation angle assessed by ultrasound with sarcopenia in elderly Chinese community dwellers. Clin. Interv. Aging 2019 , 14 , 987–996. [ Google Scholar ] [ CrossRef ]
Kemper, M.; Melling, N.; Krause, L.; Kühn, K.; Graß, J.K.; Izbicki, J.R.; Gerdes, L.; Adam, G.; Yamamura, J.; Molwitz, I. Muscle quality, not quantity, is associated with outcome after colorectal cancer surgery. Eur. J. Surg. Oncol. 2023 , 49 , 107098. [ Google Scholar ] [ CrossRef ]

Click here to enlarge figure


Handgrip strength	M: <28 kg, F: <18 kg

6-meter walk	<1.0 m/s
or 5-time chair stand test	≥12 s
or Short Physical Performance Battery	≤9

Dual-energy X-ray-absorptiometry	M: <7.0 kg/m , F: <5.4 kg/m
Bioelectrical impedance analysis	M: <7.0 kg/m , F: <5.7 kg/m
	Low ASM + Low Muscle Strength Low Physical Performance
	Low ASM + Low Muscle Strength Low Physical Performance

Patient Characteristics	Total n = 36
Age in years, median (range)	69.5 (26–81)
Male sex, n (%)	17 (47.2%)
BMI (kg/m ), median (range)	23.1 (16.8–33.2)
Height (m), median (range)	1.61 (1.31–1.74)
Weight (kg), median (range)	55 (39–88)
Sarcopenia, n (%)	11 (30.6%)

Cut-Off Value	Sensitivity	1—Specificity	Youden’s Index
2.7938	1.000	0.840	0.160
2.9705	0.909	0.760	0.149
3.3220	0.909	0.640	0.269
3.6830	0.909	0.560	0.349
3.7703	0.909	0.520	0.389
3.9598	0.909	0.480	0.429
4.6990	0.818	0.400	0.418
4.7275	0.818	0.360	0.458

5.0920	0.727	0.320	0.407
5.3387	0.636	0.320	0.316
5.5428	0.545	0.280	0.265
5.7083	0.545	0.200	0.345
6.0910	0.455	0.200	0.255
6.9270	0.364	0.160	0.113
7.3528	0.182	0.160	0.022
7.8985	0.182	0.120	0.062

	Muscle Parameter			Intra-Rater Reliability
	Session 1	Session 2	Session 3	ICC	95% CI	p-Value
	15.1 (3.12)	14.6 (3.36)	14.6 (3.26)	0.824	0.781–0.888	<0.001 *
)	3.48 (1.4)	3.44 (1.42)	3.36 (1.31)	0.938	0.905–0.961	<0.001 *

	Muscle Parameter		Inter-Rater Reliability
	User 1	User 2	ICC	95% CI	p-Value
	14.3 (3.22)	15.1 (3.12)	0.631	0.377–0.77	<0.001 *
)	4.7 (2.44)	3.48 (1.4)	0.776	0.284–0.852	<0.001 *

The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Share and Cite

Yik, V.; Kok, S.S.X.; Chean, E.; Lam, Y.-E.; Chua, W.-T.; Tan, W.J.; Foo, F.J.; Ng, J.L.; Su, S.S.; Chong, C.X.-Z.; et al. Diagnosing Sarcopenia with AI-Aided Ultrasound (DINOSAUR)—A Pilot Study. Nutrients 2024 , 16 , 2768. https://doi.org/10.3390/nu16162768

Yik V, Kok SSX, Chean E, Lam Y-E, Chua W-T, Tan WJ, Foo FJ, Ng JL, Su SS, Chong CX-Z, et al. Diagnosing Sarcopenia with AI-Aided Ultrasound (DINOSAUR)—A Pilot Study. Nutrients . 2024; 16(16):2768. https://doi.org/10.3390/nu16162768

Yik, Vanessa, Shawn Shi Xian Kok, Esther Chean, Yi-En Lam, Wei-Tian Chua, Winson Jianhong Tan, Fung Joon Foo, Jia Lin Ng, Sharmini Sivarajah Su, Cheryl Xi-Zi Chong, and et al. 2024. "Diagnosing Sarcopenia with AI-Aided Ultrasound (DINOSAUR)—A Pilot Study" Nutrients 16, no. 16: 2768. https://doi.org/10.3390/nu16162768

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A Step-by-Step Guide To Case Discussion
Case Based Group Discussion
Case Study Discussions Project Management, Case Study, Photographs, Workshop, Activities
Apa saja hal yang tidak boleh dilakukan dalam melakukan Focus Group Discussion?
case study group discussion topics
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Types of Group Discussion: Strategies for Effective Discussions
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.
A Step-by-Step Guide To Case Discussion
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.
MBA admission: How to crack case-based group discussions?
Here are some tips for solving case-based group discussions.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. ... Meet up with your friends who are also MBA aspirants, form a group and hold a case-based group ...
Case Study in Group Discussion
This Tutorial is an easy direction on how to approach a casebased group discussion. It's highly helpful for the Job aspirants in Management Consulting Firms ...
Facilitating a Case Discussion
Facilitating a Case Discussion. Have a plan, but be ready to adjust it. Enter each case discussion with a plan that includes the major topics you hope to cover (with rough time estimates) and the questions you hope to ask for each topic. Be as flexible as you can about how and when the topics are covered, and allow the participants to drive the ...
Case Study Method: A Step-by-Step Guide for Business Researchers
Although case studies have been discussed extensively in the literature, little has been written about the specific steps one may use to conduct case study research effectively (Gagnon, 2010; Hancock & Algozzine, 2016).Baskarada (2014) also emphasized the need to have a succinct guideline that can be practically followed as it is actually tough to execute a case study well in practice.
Case study for MBA with Solved Examples
Prepare for B-school admission rounds, with these MBA case study examples. It is common for B-schools to incorporate a case-based discussion in the group exercise round or give a case study in a personal interview. So, here we have presented two popular MBA case study examples, with analysis and solution.
Tips for Discussion Group Leaders
Think of yourself as a discussion facilitator. Your goal is to keep the group focused on moving through the case questions. Don't feel that you need to master all the content more thoroughly than the other group members do. Guide the group through the study questions for each assignment. Keep track of time so that your group can discuss all the ...
Case Study Skills
A case study, just like a group discussion, is designed to assess certain group performance skills of an individual. The difference stems from the fact that a Case Study tests a larger and slightly different skill set as compared to a normal group discussion. The following is a list of special traits, which the evaluators look for while ...
Business Case Study Group Discussion Techniques
2 min read · Dec 23, 2020--Listen
Sample Case Study Group Discussion Activities
A well written case study will follow a customer as they define a problem. determine a solution. implement it. and reap the benefits. Miriam George. Dr. R. K. Gopal:: A Case Study Based On A Focus 1994 Group Discussion On The Importance Of Packaging Cosmetics ISSN: 2347-1697 International Journal of Informative & Futuristic Research (IJIFR ...
How To Run A Case Study Workshop
10 minutes per case study for analysis and discussion (based on 4 case studies) 5 minutes for final review and case study debrief; Case Study Setup. Select the topic or theme that you were like to focus on during the training exercise. Prepare some possible scenarios or research articles related to the subject.
Case Study At-A-Glance
A Case Study is a way to let students interact with material in an open-ended manner. The goal is not to find solutions, but to explore possibilities and options of a real-life scenario. ... Based on group size, break into subgroups as needed. ... Lead the discussion with guiding questions and discussion . During the course of the case study ...
Structuring the Case Discussion
Introduce variety into case-based discussions. Integrate a mix of independent work, small group discussion, and whole group share outs to keep students engaged and provide multiple junctures for students to get feedback on their understanding. Instructor scaffolding is critical for effective case-based learning ( Ramaekers et al., 2011 )
Case Study Examples
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.
Evidence-Based Case Study Guidelines: Group Dynamics
Group Dynamics issues an open call for authors to submit an Evidence-Based Case Study for possible publication. Developing such a series of Evidence-Based Case Studies will be useful in advancing the evidence for group psychology and group psychotherapy. Group practice for this call is defined broadly to include therapy groups, teams ...
How To Pass Your Consulting Group Case Interview
Opening. 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.
Examples of mini-case studies for group discussion
Interviews and focus group discussions were conducted in Khmer and were recorded, transcribed and translated into English. Data were analysed using thematic analysis. Grandparents in this study ...
Facilitating Discussions
This can be followed by pair discussion, small group, or whole class discussion of some of the questions. Real-life examples: For a concept in the class, ask students to think of or find an example from real life (this could be from their own life or in the news). The purpose is to help students build connections and memories as well as to see ...
Group Discussion: Top Tips, Dos & Don'ts, Common Topics
Case Study Based GD: in this type, the topics of the group discussion are based on specific case studies and members of the group are expected to put forward their analyses as well as critiques and solutions to the case. This type is commonly used when the evaluators want to assess the analytical as well as critical skills of the candidates as ...
FACE Prep
First, the topic for the group discussion is announced. Group discussions can be broadly divided into 2. Topic-Based and Case Study Based Group Discussion. In a Topic-Based Group Discussion, the group is given a topic and the members are asked to discuss it. These topics could fall into any of the 4 categories: Controversial Topics, Knowledge ...
PDF 5.2 Speaking GROUP DISCUSSIONS
Topic-Based Group Discussion Case Study Based Group Discussion The topic-based Group Discussion can be further classified as: 1. Controversial Topics 2. Knowledge-Based topics 3. Abstract Topics 4. Conceptual topics Case Study Based Group Discussion The Case study-based Group Discussion is generally followed by the MBA Institutes. In such a
MBA Admission: How to Crack Case-based Group Discussions?
Often candidates are given small case files to analyse during group discussion (GD), instead of general topics. The idea is to scrutinise the candidate's perspective, logical approach, quick thinking and problem-solving attitude before finalising his/her candidature for the MBA programme. Caselets require no prior knowledge of the subject.
Types of Group Discussion (GD)
Group Discussions can be divided into 3 types: Topical Group Discussions. The matter for these types of Group discussion is based on current affairs or static matters. Students are advised to be thorough with these and read newspapers daily to be up to date. Also, these discussions are not time bound. Case-studies.
Effectiveness of Pelvic Floor Muscle and Education-Based ...
Future studies should choose a primary outcome based on the intent of the study and intervention: e.g., to establish clinical effectiveness based on an outcome important to the patient and likely to change in response to the intervention; or if a mechanistic study, an outcome that can assess the mechanism(s) of action of the intervention, and ...
Diagnosing Sarcopenia with AI-Aided Ultrasound (DINOSAUR)—A Pilot Study
Background: Sarcopenia has been recognized as a determining factor in surgical outcomes and is associated with an increased risk of postoperative complications and readmission. Diagnosis is currently based on clinical guidelines, which includes assessment of skeletal muscle mass but not quality. Ultrasound has been proposed as a useful point-of-care diagnostic tool to assess muscle quality ...

Types of Group Discussion: Strategies for Effective Discussions

Understanding Group Discussion

Types of Group Discussion

1. Case-Based Discussions

2. Topic-Based Discussions

3. Structured Group Discussions

Choosing a Suitable Topic

1. Relevance to the Participants

2. Controversial and Thought-Provoking

3. Current Affairs and Real-World Issues

Strategies for Effective Group Discussions

1. Establish Clear Ground Rules

2. Encourage the Expression of Diverse Perspectives

3. Foster Lateral Thinking and Problem-Solving

4. Provide Structured Discussion Prompts

5. Facilitate Active Participation

Common Challenges in Group Discussions and How to Overcome Them

1. Dominant Personalities

2. Groupthink

3. Lack of Focus

4. Unequal Participation

5. Conflict Resolution

Technology and Group Discussions

Pros of Using Technology in Group Discussions

Cons of Using Technology in Group Discussions

Key Takeaways

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A Step-by-Step Guide To Case Discussion

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Tips for Discussion Group Leaders

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