Group learning factors in a problem-based course in oral radiology

Area of Science:

• Medical Education
• Dental Radiology
• Educational Psychology

Background:

• Problem-based learning (PBL) is an educational approach that fosters active learning and critical thinking.
• Assessing group dynamics is essential for understanding student collaboration and learning outcomes in PBL environments.
• Facilitator experience can significantly impact the effectiveness of PBL sessions.

Purpose of the Study:

• To evaluate the evolution of group dynamics among students in an oral radiology PBL course.
• To determine the influence of facilitator experience on student group dynamics within this PBL setting.

Main Methods:

• A group learning factor questionnaire measured student group dynamics (engagement, relationships, commitment, behavior, learning, self-presentation) at the start and end of the course.
• Data were collected from students over three consecutive years (1997-1999).
• Statistical analysis using paired t-tests assessed changes, and facilitator variables (seniority, expertise, PBL experience, facilitation model) were examined.

Main Results:

• Overall, students reported above-average group dynamics throughout the study period.
• Significant improvements were observed in interpersonal relationships, interpersonal learning, and engagement across different cohorts.
• Disruptive behavior and lack of commitment showed significant decreases in later cohorts.
• Groups led by facilitators with less PBL experience exhibited lower commitment and increased disruptive behavior.

Conclusions:

• The oral radiology PBL course positively impacted student group dynamics, fostering greater commitment, engagement, and improved relationships.
• Facilitator experience with PBL is a key factor in promoting positive group dynamics and mitigating disruptive student behavior.
• Implementing PBL effectively requires facilitators with adequate training and experience in this pedagogical approach.