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Student perspectives on critical incidents in the tutorial group
Willem S De Grave1, Diana H J M Dolmans, Cees P M Van Der Vleuten
1Department of Educational Development & Research, Maastricht University, The Netherlands. W.Degrave@educ.unimaas.nl
Advances in Health Sciences Education : Theory and Practice
|January 3, 2003
Summary
Student perceptions of tutorial group incidents and tutor roles significantly differ across academic years. Motivation emerges as a key factor impacting tutorial group functioning and success.
Area of Science:
- Medical Education
- Psychology of Learning
Background:
- Tutorial groups are integral to medical education.
- Understanding student perceptions of group dynamics and tutor roles is crucial for optimizing learning environments.
Purpose of the Study:
- To explore student perceptions of critical incidents within tutorial groups.
- To investigate how these incidents affect group functioning.
- To examine student expectations of the tutor's role in managing incidents.
Main Methods:
- A questionnaire assessing perceptions of critical incidents and tutor roles was administered to 200 medical students across four academic years.
- Students rated incidents based on occurrence, impact on functioning, and expected tutor intervention.
- Six potential success inhibitors were explored: lack of elaboration, interaction, equal participation, cohesion, difficult personalities, and motivation.
Main Results:
- Significant differences were found in student perceptions regarding critical incidents and tutor roles.
- Perceptions varied significantly across the four academic years.
- All investigated success inhibitors were found to contribute to dysfunctional tutorial groups.
Conclusions:
- Student perceptions of tutorial group dynamics and tutor interventions are complex and year-dependent.
- Motivational factors exert a particularly strong influence on the success of tutorial groups.
- Addressing identified inhibitors is essential for improving tutorial group effectiveness in medical education.