Small-group work and assessment in a PBL curriculum: a qualitative and quantitative evaluation of student perceptions of the process of working in small groups and its assessment

Abstract

The problem based learning (PBL) curriculum at Manchester emphasizes small-group work. This is supported through group assessment where students assess key aspects of their group's function. In the study described here the authors evaluated students' perceptions of both PBL group work and what a group assessment needs to assess. They aimed to produce a description of the cognitive and motivational influences on group process and unpack the ways they contribute to a successful PBL group so that the kinds of skills an effective assessment should assess could be identified. Focus groups and a questionnaire were used to generate the data. The focus group results indicate that students support PBL group work as a method of learning, and that those groups that work cooperatively are perceived as facilitating the most motivating learning environment. The students supported the assessment being summative and felt that it could be simplified to measure: behavioural skills contributing to maximizing motivation of the group process; and cognitive skills relating to the content of the group discussion. The questionnaire results also supported the use of a summative assessment of small-group work that evaluates the domains of group process and the content of the group discussion.

Motivation as an independent and a dependent variable in medical education: A review of the literature

“…Intrinsic motivation was found to be positively correlated with perceived task value of training (r ¼ 0.546) in a study in France (Pelaccia et al 2009). Similarly, in a study from UK, students in PBL groups felt motivated for group working as they perceived that it was responsible for delivering their learning (Willis et al 2002). So, the perceived task value of training periods in the former study and PBL group working in the latter study was high and led to feelings of competence in learning.…”

The effect of problem-based learning on nursing students' decision making skills and styles

“…[14,20] PBL creates opportunities for students to interact with the teacher and their peers, which further promotes their conflict resolution skills as well as facilitates a greater student motivation, broadens the use of a variety of learning resources and encourages team building and group working, self-directed work, [21,22] and communication skills. [23][24][25] Furthermore, PBL gives room to students to search for knowledge and information to solve problems, thus allowing them to learn and acquire the problem solving skills. In addition, when students solve such problems, they generate hypotheses and face multiple alternatives or solutions to the problem in which they should choose the best one from these alternatives or solutions; thus, such students can acquire decision-making skills.…”

Proposta De Aplicação Da Metodologia PBL (Aprendizagem Baseada Em Problemas) Em Disciplina Do Curso De Graduação Em Engenharia De Produção Da Universidade Federal De Itajubá (Unifei)

“…Por exemplo, na perspectiva da formulação de perguntas Willis et al (2002) concluíram que quando o desempenho do grupo é fraco existem poucas perguntas e questionamentos relevantes. Existe o risco que as sessões tutoriais apresentem poucos resultados devido a questões inapropriadas, tornando o PBL pouco efetivo.…”