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Medical student perceptions of factors affecting productivity of problem-based learning tutorial groups: does culture
Mandira Das Carlo1, Harith Swadi, Debbie Mpofu
1Department of General Internal Medicine, John Sealy Hospital, University of Texas Medical Branch, 301 University Boulevard, Galveston, TX 77555-0566, USA. mdcarlo@utmb.edu
Background:
The popularization of problem-based learning (PBL) has drawn attention to the motivational and cognitive skills necessary for medical students in group learning. This study identifies the effect of motivational and cognitive factors on group productivity of PBL tutorial groups.
Description:
A self-administered questionnaire was completed by 115 students at the end of PBL tutorials for 4 themes. The questionnaire explored student perceptions about effect of motivation, cohesion, sponging, withdrawal, interaction, and elaboration on group productivity. We further analyzed (a) differences in perceptions between male and female students, (b) effect of "problems," and (c) effect of student progress over time on group productivity.
Evaluation:
There were linear relations between a tutorial group's success and the factors studied. Significant differences were noted between male and female student groups.
Conclusions:
Students and tutors need to recognize symptoms of ineffective PBL groups. Our study emphasizes the need to take into account cultural issues in setting ground rules for PBL tutorials.