Digital Commons@Wayne State University

Mittal, Saachi

Sarowar, Arifbillah

Sakis, Connor

Kolisetty, Karthik Babu

Baines, Markiesha

Osborne, Meaghan

Salem, Ayman

Conflict With Peer: Building Teamwork

Cleveland, Constance

Raghavan, Deepa

Debnath, Dipra

Maixner, Jay

Krayem, Ranya

Mehan, Vikash

Mustafa, Zane

Wayne State University 
Patient Education Projects Patient Education 
1-3-2024 
Conflict With Peer: Late Group Mate 
Constance Cleveland 
Wayne State University, hk4740@wayne.edu 
Deepa Raghavan 
Wayne State University, ga1614@wayne.edu 
Dipra Debnath 
Wayne State University, gh3770@wayne.edu 
Jay Maixner 
Wayne State University, hm6270@wayne.edu 
Ranya Krayem 
Wayne State University, gn2731@wayne.edu 
See next page for additional authors 
Follow this and additional works at: https://digitalcommons.wayne.edu/pat_edu_proj 
 Part of the Curriculum and Instruction Commons, Medical Education Commons, and the Public Health 
Commons 
Recommended Citation 
Cleveland, Constance; Raghavan, Deepa; Debnath, Dipra; Maixner, Jay; Krayem, Ranya; Mehan, Vikash; 
Mustafa, Zane; and Salem, Ayman, "Conflict With Peer: Late Group Mate" (2024). Patient Education 
Projects. 848. 
https://digitalcommons.wayne.edu/pat_edu_proj/848 
This Infographic is brought to you for free and open access by the Patient Education at 
DigitalCommons@WayneState. It has been accepted for inclusion in Patient Education Projects by an authorized 
administrator of DigitalCommons@WayneState. 
Authors 
Constance Cleveland, Deepa Raghavan, Dipra Debnath, Jay Maixner, Ranya Krayem, Vikash Mehan, Zane 
Mustafa, and Ayman Salem 
This infographic is available at DigitalCommons@WayneState: https://digitalcommons.wayne.edu/pat_edu_proj/848 
Conflict with Peers: Late Group Mate
Focus: Communication
Authors: Cleveland, C., Debnath, D., Krayem, R., Maixner, J., Mehan, 
V., Mustafa, Z., Raghavan, D. 
Learning Community Group: Orange 29
                    
A group mate is showing up 
late to class
•Ask the group mate why they are 
not showing up on time without 
being judgmental or rude
•Express their value as a group 
mate and the importance of being 
on time
•Establish a group norm to let 
others know if one will be late or 
unable to come
Reflections
While it might not feel like your place to confront your own peers, it might actually 
be more beneficial. In this case, a group mate is showing up late to class and might 
be hindering the efficiency of the group. Being told this by a professor, however, may 
seem more like a lecture and less likely to help the situation. Being told this by a peer 
though might actually be able to help the situation. This is because you will be able 
to nonjudgmentally or non condescendingly see if anything serious is going on 
causing the tardiness. As a group member, you can additionally explain to them their 
importance to the team and how being late is negatively impacting everyone. Lastly, 
implementing a plan for communication if this happens again can help remedy this in 
the future. 


English

Conflict With Peer: Late Group Mate

Fretz, Abrielle

Vavilikolanu, Anusha

Pecarski, Cassandra

Pate, Daphne

Nolan, Peter

Ray, Trisha

Mohamad-Said, Wassim

Wayne State University 
Patient Education Projects Patient Education 
1-3-2024 
Conflict With Peer: Team member not Doing their Work 
Abrielle Fretz 
Wayne State University, hn3127@wayne.edu 
Anusha Vavilikolanu 
Wayne State University, hn2723@wayne.edu 
Cassandra Pecarski 
Wayne State University, hn3128@wayne.edu 
Daphne Pate 
Wayne State University, hm6811@wayne.edu 
Peter Nolan 
Wayne State University, hm9155@wayne.edu 
See next page for additional authors 
Follow this and additional works at: https://digitalcommons.wayne.edu/pat_edu_proj 
 Part of the Curriculum and Instruction Commons, Medical Education Commons, and the Public Health 
Commons 
Recommended Citation 
Fretz, Abrielle; Vavilikolanu, Anusha; Pecarski, Cassandra; Pate, Daphne; Nolan, Peter; Ray, Trisha; and 
Mohamad-Said, Wassim, "Conflict With Peer: Team member not Doing their Work" (2024). Patient 
Education Projects. 870. 
https://digitalcommons.wayne.edu/pat_edu_proj/870 
This Infographic is brought to you for free and open access by the Patient Education at 
DigitalCommons@WayneState. It has been accepted for inclusion in Patient Education Projects by an authorized 
administrator of DigitalCommons@WayneState. 
Authors 
Abrielle Fretz, Anusha Vavilikolanu, Cassandra Pecarski, Daphne Pate, Peter Nolan, Trisha Ray, and 
Wassim Mohamad-Said 
This infographic is available at DigitalCommons@WayneState: https://digitalcommons.wayne.edu/pat_edu_proj/870 
Team member not Doing their Work 
Authors: Fretz, A.; Pate, D.; Nolan, P.; Pecarski, C.; Ray, T.; 
Vavilikolanu A.
Learning Community Group: Yellow 51
Team member is not doing their 
share of work in a group assignment
Talk with the team member alone.
Remind them of their assigned 
responsibilities and give them the 
opportunity to explain why they 
haven’t completed them.
Understand that they may have had 
extenuating circumstances or 
personal matters.
Offer help/support (if needed) and 
work with them brainstorm a way to 
get the assignment done in a 
fair/equal manner.
Reflections
An essential component in Professional Identity Formation is communicating and working 
with people. Medicine is often a team-based profession, so it is important to be able to 
work with people with different backgrounds, experiences, and habits than our own to 
accomplish common goals. When in these situations, we as student-physicians must 
always be open-minded and flexible, communicate effectively with our peers, and 
identify the underlying causes of any problems. We also need to be proactive and 
formulate plans that are accommodating to all, allowing everyone to contribute equally. 
It is important to clearly communicate expectations beforehand to ensure every team 
member is on the same page. 


Conflict With Peer: Team member not Doing their Work

Duncan, Desiree

Alata, Hazem

O\u27Hollaren, Kyle

Vlachos, Kyriacos

Oska, Nicole

Cameron, Rebecca

Rashid, Sahalia

Group Reflection: Becoming More Team Oriented

Patel, Anisha

Gordon, Annelise

Toma, Jonathan

Wehner, Maximilian

Goru, Rohit

Fatima, Amanah

Wayne State University 
Patient Education Projects Patient Education 
1-3-2024 
Group Reflection: Confidence and Functioning in a Medical Team 
Anisha Patel 
Wayne State University, hn2360@wayne.edu 
Annelise Gordon 
Wayne State University, hk8165@wayne.edu 
Jonathan Toma 
Wayne State University, fp1898@wayne.edu 
Maximilian Wehner 
Wayne State University, ga2431@wayne.edu 
Rohit Goru 
Wayne State University, go8247@wayne.edu 
See next page for additional authors 
Follow this and additional works at: https://digitalcommons.wayne.edu/pat_edu_proj 
 Part of the Curriculum and Instruction Commons, Medical Education Commons, and the Public Health 
Commons 
Recommended Citation 
Patel, Anisha; Gordon, Annelise; Toma, Jonathan; Wehner, Maximilian; Goru, Rohit; and Fatima, Amanah, 
"Group Reflection: Confidence and Functioning in a Medical Team" (2024). Patient Education Projects. 
880. 
https://digitalcommons.wayne.edu/pat_edu_proj/880 
This Infographic is brought to you for free and open access by the Patient Education at 
DigitalCommons@WayneState. It has been accepted for inclusion in Patient Education Projects by an authorized 
administrator of DigitalCommons@WayneState. 
Authors 
Anisha Patel, Annelise Gordon, Jonathan Toma, Maximilian Wehner, Rohit Goru, and Amanah Fatima 
This infographic is available at DigitalCommons@WayneState: https://digitalcommons.wayne.edu/pat_edu_proj/880 
Confidence and Functioning in a Medical Team
Authors: Annelise G, Rohit G, Anisha P, Jonathan T, Maximilian W.
Learning Community Group: Brown 10
Reflections on Articles
1. 'Professional Identity Formation,' 
a. Reflect on how you anticipate your professional identity changing during 
your second year of medical school. What do you have to do to thrive and 
adapt to address professionalism with patients, peers, and administrators 
conflicts, as related to your white coat pocket card?
2. 'Are Physician White Coats Becoming Obsolete...,' 
a. Reflect on how your white coat makes you feel, and how the white coat 
makes your patients feel, as related to your white coat pocket card.
‘Professional Identity Formation’
Throughout our second year of medical school, following further passed tests and interaction experience, 
we hope to further grow our confidence as medical students and root out the fear of imposter syndrome. 
Though we continue to learn that there is a cornucopia of information that we do not yet know which 
fosters the complexity of medical care, we hope to solidify our confidence that we can continue to deepen 
our knowledge and learn to provide effective patient care. By the time we reach the orientation to our 
rotations, we anticipate that we have formed a functioning understanding of our role in the medical team 
and the actions we must take to maintain our usefulness as a member of the care team. Key to the 
development of our confidence is the opportunity to interact with many unique patients, physicians, and 
administrators. From these interactions we can learn to feel secure and function meaningfully regardless 
of the individual of focus. By experiencing and working through times of interpersonal contention and 
phases of intrapersonal strife, we will better learn to navigate diverse situations while maintaining our 
professionalism and pursuing care objectives with lesser bias. Abraham Maslow was quoted to have said 
that “growth must be chosen again and again; fear must be overcome again and again”. As we approach 
each exam, each stage in our medical journey, each interaction, we will overcome doubt and perform at 
the best of our abilities in pursuit of attaining a higher level of competence.
‘Are Physician White Coats Becoming Obsolete…’
Upon becoming medical students, many of us placed little importance on white coats as a result of lacking 
experience and confidence in accurately discussing medical problems. This year, our experiences in the 
clinical experiential course has deepened our perceptions towards and understanding of the the symbol of 
the white coat as related to physician interactions. Patients in primary care offices recognize doctors and 
physicians-in-training by their attire and appear to place additional interest in obtaining insights on their 
medical concerns when interacting with an individual wearing a white coat. Although we may oftentimes 
redirect to our physician mentors or rotating student partners, it is clear that the presence of an attentive 
provider-equivalent has the power to make the patient feel heard and feel that their concerns are 
appropriately discussed or relayed for discussion. The white coat appears to play a role in amplifying the 
perception of professionalism, and as a result, the perception of attentiveness to the patient and their 
situation. It also plays a role in amplifying our confidence that we welcome and play a role in their care. It 
may be the case that the expectations employed by the patient in interacting with “a white coat” impacts 
the perceived outcomes of the visit and patient satisfaction, as well as level of student involvement. 
Patients are well aware of the trainee status of rotating students based on their attire, and as a result of 
their graciousness, are very receptive to students’ professional and attentive presentation which also 
supports student confidence and ability to be an active care partner.


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Conflict With Peer: Building Teamwork

Conflict With Peer: Late Group Mate

Conflict With Peer: Team member not Doing their Work

Group Reflection: Becoming More Team Oriented

Group Reflection: Confidence and Functioning in a Medical Team

Group Reflection: Responsibility of Wearing a White Coat

Group Reflection: Complex History of the White Coat

Group Reflection: The Message of the White Coat

Group Reflection: White Coat as a Sense of Intimidation

Group Reflection: Barrier of the White Coat

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