The small group in problem-based learning: more than a cognitive ‘learning’ experience for first-year medical students in a diverse population

Abstract

In problem-based learning (PBL) curricula, first-year students need to adapt to a new learning environment and an unfamiliar new pedagogy. The small-group tutorial potentially offers a learning environment where students can become self-directed learners, collaborating with other group members to achieve individual and group learning goals. At the end of the first six-week theme in a relatively new PBL curriculum, new medical students were canvassed about coping with PBL (self-directed learning; content; time management; resources) and the value of the small-group tutorial, the latter of which is currently being reported. Almost 84% of students (n = 178) responded. The benefits of participating in small groups were categorized into three domains-cognitive, affective and social-as identified from student responses. Results were analysed in terms of gender and prior educational experience (secondary school vs. prior tertiary educational experience). For almost 94% of students, the small-group tutorial provided a conducive learning environment that influenced their personal development (i.e. tolerance, patience) and socialization into the faculty. Significantly more males indicated that they had developed social skills, while more school-leavers (matriculants) than mature students felt more receptive to the views of others. More mature students claimed to have made friends. Irrespective of some conflicting opinions in the literature, the present results suggest that the PBL tutorial may be important in facilitating student socialization into a new and unfamiliar academic environment, particularly when the pedagogy differs markedly from their past educational experiences. Through interacting with fellow students from diverse origins who hold different views in the intimate setting of the small group, students felt that they had not only increased their knowledge but had also developed personally and socially. It is proposed that the small group may be useful for integrating a diverse population of students into a new academic environment.

Web-based collaborative training of clinical reasoning: A randomized trial

“…While this finding might be explained by the fact that most students did not have previous experience with CAI (it is not a mandatory component of medical education at Göttingen University) which might have resulted in unrealistic expectations towards the online module, it is nevertheless disappointing. In this regard, our data confirm McLean's hypothesis of the small group in PBL being 'more than a cognitive experience' (McLean et al 2006). As opposed to virtual discussions, communication skills are trained during real group meetings, and by influencing group dynamics PBL tutors are more influential in the traditional PBL format than when supervising online groups.…”

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

“…This could improve their perception of learning, of feeling confident in their academic success, and of being prepared to the exercise of their profession [13,25,27,38]. This could also enhance their social self-perception through repeated practice of group work [39]. …”

The Correlation between the Dimention of Trust among the Member of the Group and the Effectiveness of PBL Tutorial Group

“…Small group discussion merupakan elemen utama dalam pelaksanaan metode pembelajaran problem based learning (PBL) (Mclean et al, 2006). Small group discussion/ kelompok tutorial PBL merupakan salah satu metode pembelajaran kolaboratif.…”