In recent decades, interest in so-called soft skills has become widespread. Soft skills are skills or abilities that a person has to react based on their environment and that usually do not depend on prior technical knowledge associated with a specific field of knowledge. There are multiple classifications in the literature, one of the most typical divides them into interpersonal, executive and organizational. Among the interpersonal ones is teamwork. Teamwork differs from the concept of group work. In teamwork, greater engagement of team members in its functioning is necessary. Some terms associated to teamwork are: share, commitment, interdependence or responsibility [1]. This work shows the results of teamwork in activities carried out by first-year university students in engineering degrees. Specifically, in Physics subjects. Preception surveys show that students' assessment of the activity depends on several factors. Among them, the degree of difficulty of the task to be developed or the time it takes to complete the task. A greater degree of student involvement is detected when the percentage in the final grade of the teamwork task is higher. To better achieve the teamwork objectives, it is essential to carry out intermediate interactions between each group of students and the teacher. Some may be deliverables, others, face-to-face meetings. In any case, always with tangibles that show the progress made since the previous interaction. Experience shows that if these intermediate interactions are also evaluable, student interest is greater. On the other hand, interaction allows the teacher to detect organizational or communication problems between the members of a team. This work shows statistical results, both from the students' perception and from the evaluation. The evaluation includes aspects of peer- and self-assessment. Evaluating colleagues has generated some problems in the groups, but most of them are solvable and manageable. The analysis of the results of previous works were taken into account in the design of the new activities here described [2].

References:
[1] M. Fathi, M. Ghobakhloo, A. Syberfeldt. 2019. “An Interpretive Structural Modeling of Teamwork Training in Higher Education.” Education Sciences 9(1), 1.
[2] J.J. Suñol. 2024. “Teamwork in Physics subjects: perception of the students,” INTED2024 Proceedings, pp. 2348-2353.

Keywords: Teamwork, soft skills, Physics, engagement.