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

Abstract

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.

Escape the Desert Island: Blended Escape Rooms in the First-Semester Problem-Based Learning

“…What is “the ice” in a PBL session? The ice represents the uneasiness and tension of working with unfamiliar team members for the first time; yet, there was an implicit expectation for effective collaboration during PBL sessions. , Four hurdles to effective student collaboration have been recently identified: lack of collaborative skills, free-riding, competence status, and friendship . Conducting the bER games prior to PBL sessions helps break the ice by providing the first-year students a shared learning experience working through challenges that build rapport and mutual trust among team members while overcoming barriers to effective student collaboration.…”

Employment of Small-Group Discussions to Ensure the Effective Delivery of Medical Education

“…This method promotes critical thinking, self-directed learning, and problem-solving skills. It was developed in the 1960s at the McMaster University Medical School in Canada and has since gained international recognition and adoption [ 13 , 14 ]. CBL uses clinical cases and scenarios as a basis for discussions in small groups.…”

Critical Evaluation of Modern Strategies and Methods of Formation of Communicative Competency in the System of Continuing Education of Document Managers

“…According to Gurevych et al (2022) the formation of communicative competency takes place under the condition of modeling of real communication situations that motivate the individuals to focus on solving different communicative tasks and achieve communication objectives This implies the use of specific strategies and methods to form communicative competency of document managers in the system of continuing education. Findings show that pedagogical strategies of formation of communicative skills are divided into group work (Li et al, 2022) and self-study (Woods, 2021). Figure 1 shows the main characteristics of group work and self-study strategies.…”