Group problems in problem-based learning

Abstract

Successful small-group learning in problem-based learning (PBL) educational programmes relies on functional group processes. However, there has been limited research on PBL group problems, and no studies have been conducted on problems as perceived by both students and tutors in the same educational context. The authors investigated PBL group problems in a graduate-entry medical programme, and report the most common group problems, and those that hinder students' learning the most. The possible causes of individual quietness and dominant behaviour, and potential influences that group problems may have on the tutorial process are summarized in an exploratory model of PBL group dysfunction that could be used to guide further research. Specifically, there is a need for further evidence on which to base guidelines for tutors and students to effectively manage group problems.

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

“…However, the participants' responses suggest that, while elements of co-construction were found within the groups, it was infrequent and not systematic. As cited in previous research (Hendry et al, 2003;Nasr & Ramadan, 2008), the results reveal that most groups did little organization and planning of their work. Instead, they simply "split the work up. "…”

“…Participants cited disorganization in their group's process, superficiality in their group's study of the problem, and too-dominant group members as the top three hindrances to learning in one study of group dynamics in PBL (Hendry, Ryan, & Harris, 2003).…”

Guest Editors' Introduction: Special Issue on Analyzing Interactions in PBL—Where to Go From Here?

“…What has struck us as somewhat ironic is that, although the fundamental ontological and epistemological underpinnings of PBL re-situate our conceptualization of knowledge to a process-driven orientation, the majority of the body of PBL research has focused on gathering and conducting psychometric analyses of knowledge products or self-reported participant perceptions (e.g., Hendry, Ryan, & Harris, 2003;McParland, Noble, & Livingston, 2004;Prosser, 2004). Our motivation for this collection, therefore, was to build upon this solid research base through qualitative investigations researching ethnographic, interactional, and discourse-based orientations, examining how students and their facilitators engage and learn within the PBL process.…”

Revival of the case method: a way to retain student-centred learning in a post-PBL era

“…Besides the increase in costs, reports suggest that the implementation of PBL may be associated with frustration among students and faculty (Berkson 1993;Hendry et al 2003;Dornan et al 2005a). Although PBL is enjoyed by students and PBL students feel more confident than non-PBL students with their clinical performance (Albanese & Michell 1993;Vernon & Blake 1993), the dysfunctional PBL group is nonetheless a well recognized phenomenon (Hitchcock & Anderson 1997;De Grave et al 2001;Hendry et al 2003).…”

“…Although PBL is enjoyed by students and PBL students feel more confident than non-PBL students with their clinical performance (Albanese & Michell 1993;Vernon & Blake 1993), the dysfunctional PBL group is nonetheless a well recognized phenomenon (Hitchcock & Anderson 1997;De Grave et al 2001;Hendry et al 2003). One important dysfunction, namely ritual behaviour, involves indifference towards the group discussion and/or a failure to prepare or attend regularly.…”