Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students’ argumentation according to a framework of hypothetico-deductive reasoning

Ju, Hyunjung; Choi, Ikseon; Yoon, Bo Young

doi:10.3946/kjme.2017.57

Cited by 12 publications

(7 citation statements)

References 15 publications

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“…Since group discussion activity is, in fact, a basis of all the other collaborative activities, it is surprising that the students in both countries did not value its educational benefits and wanted to lower its frequency. This indicates that online group discussion was not filled with quality interaction, lacking rationale or evidence that support opinions (Ju, Choi, & Yoon.,2017;Kim & Lee, 2019). However, online discussion has been regarded as an effective vehicle for collaborative learning (Swan et al, 2006).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Students’ Experiences and Perceptions of Online Collaborative Learning in Higher Education of Korea and the Uae

Lee¹,

Osman²

2020

Turkish Online Journal of Distance Education

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The purpose of this study was to compare the experiences and perceptions of UAE and Korean students in campus-based universities of online collaborative learning (OCL). 262 college students participated in online surveys. Their experiences in terms of frequency, assessment, barriers, support, and attitude for OCL in each country were examined. With Importance-Performance Analysis, the perceived importance of OCL activities was compared with actual frequency. Both countries' students experienced group projects and group presentations the most frequently, while online collaborative writing and online group exams were rarely used. As barriers to OCL, UAE students pointed out language, gender, and privacy as the major barriers while Korean students mentioned students' attitude and language. UAE students had more frequent experiences of and more positive attitudes toward OCL than did Korean students, although the two countries have similar cultural propensities.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Students’ Experiences and Perceptions of Online Collaborative Learning in Higher Education of Korea and the Uae

Lee¹,

Osman²

2020

Turkish Online Journal of Distance Education

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“…11 Small group discussions (SGDs) are a commonly used teaching strategy in delivering concepts in an integrated curriculum, worldwide. 12 Rapid turnover and paucity of junior faculty involved in SGDs, affects the quality of delivery. Clinical experts due to busy hospital routine cannot justify their roles as teachers in preclinical integrated modules.…”

mentioning

confidence: 99%

Benefits of Near-Peer Tutoring in Small Group Discussions: A Pilot Study

Muazam

Majeed²,

Khattak³

2021

J Islamabad Med Dental Coll

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Background: A year senior medical students can prove to be a useful teaching resource with added benefits for the tutors. The objective of this study was to explore the perceptions of near-peer tutors after facilitating small group discussions while delivering an integrated curriculum in preclinical years. Material and Methods: This qualitative exploratory pilot study was conducted in Rawal Institute of Health Sciences Islamabad, Pakistan from July 2017 to November 2017. Students of First year MBBS class (n=100), were divided into six small groups. Seven Second year MBBS students who had secured more than 60% marks throughout year one assessments and in Professional examination were selected as Near-Peer tutors after informed verbal consent. In the first discussion, three groups were taught by three tutors and three by junior faculty. In the second discussion, the groups were swapped and exposed to the same strategy as above, with new learning objectives, but the remaining three tutors now took batches. One tutor acted as a substitute. Qualitative data was collected after interviewing the tutors individually and responses were audio recorded. The collected data, both notes and audio recordings of the interviews, was transcribed into text to generate codes, theme and sub themes. Results: Transcription of data revealed that the tutors enjoyed teaching and were of the opinion that Near-Peer tutoring is more effective in small groups, for both tutors and the learners. The tutors felt a boost in self-confidence and improvement in communication skills, after facilitating a small group. Tutoring also helped in developing their higher order cognitive thinking, learning skills and time management. Conclusions: Near-Peer tutoring helped the tutors develop learning and communications skills while facilitating small group sessions, thus helping them in their future medical roles. Key words: Integrated curriculum, Near-Peer tutoring, Peer Assisted Learning, Small group discussions.

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“…: Toward further resolving of inconsistencies in tutor performance Questionnaire, quantitative, cross sectional (over one module) Yr 1–4 ( n = 363 groups), University of Maastricht Medical School, Netherlands 10–12 6-week units Ratings for tutors with stable performance across tutorials did not vary based on group productivity. Ratings for tutors whose performance was discrepant across tutorials correlated with group productivity Ju et al, 2017 [ 75 ] Do medical students generate sound arguments during small group discussions in problem-based learning? : an analysis of preclinical medical students' argumentation according to a framework of hypothetico-deductive reasoning Observational, quantitative, longitudinal (over one unit) Yr 1 ( n = 15), Inje University College of Medicine, Korea 7–8 Three 120-min PBL sessions over first week, followed by 3–4 weeks of lecture per organ block; standardized patients are used in first PBL session Students were generally poor at providing justification for argumentation during PBL.…”

Section: Resultsmentioning

confidence: 99%

Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review

Bilgiç

Keuhl

et al. 2022

BMC Med Educ

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Background Problem-based learning (PBL) is a common instructional method in undergraduate health professions training. Group interactions with and within PBL curricula may influence learning outcomes, yet few studies have synthesized the existing evidence. This scoping review summarized the literature examining the influence of group function on individual student PBL outcomes. Following Kirkpatrick’s framework, experiential, academic, and behavioral outcomes were considered. The impacts of three aspects of group function were explored: (1) Group Composition (identities and diversity), (2) Group Processes (conduct and climate, motivation and confidence, and facilitation), and (3) PBL Processes (tutorial activities). Methods A literature search was conducted using Medline, CINAHL, and APA PsychInfo from 1980–2021, with the help of a librarian. English-language empirical studies and reviews that related group function to learning outcome, as defined, in undergraduate health professions PBL curricula were included. Relevant references from included articles were also added if eligibility criteria were met. The methods, results, discussions, and limitations of the sample were summarized narratively. Results The final sample (n = 48) varied greatly in context, design, and results. Most studies examined junior medical students (n = 32), used questionnaires for data collection (n = 29), and reported immediate cross-sectional outcomes (n = 34). Group Processes was the most frequently examined aspect of group function (n = 29), followed by Group Composition (n = 26) and PBL Processes (n = 12). The relationships between group function and outcomes were not consistent across studies. PBL experiences were generally highly rated, but favorable student experiences were not reliable indicators of better academic or behavioral outcomes. Conversely, problematic group behaviors were not predictors of poorer grades. Common confounders of outcome measurements included exam pressure and self-study. Conclusions The main findings of the review suggested that (1) group function is more predictive of experiential than academic or behavioral PBL outcomes, and (2) different Kirkpatrick levels of outcomes are not highly correlated to each other. More research is needed to understand the complexity of group function in PBL tutorials under variable study contexts and better inform curricular training and design. Standardized tools for measuring PBL group function may be required for more conclusive findings.

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Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students’ argumentation according to a framework of hypothetico-deductive reasoning

Cited by 12 publications

References 15 publications

Students’ Experiences and Perceptions of Online Collaborative Learning in Higher Education of Korea and the Uae

Students’ Experiences and Perceptions of Online Collaborative Learning in Higher Education of Korea and the Uae

Benefits of Near-Peer Tutoring in Small Group Discussions: A Pilot Study

Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review

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