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Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods

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This study explored how time impacts collaborative learning in medical education over 18 months. Findings reveal dynamic group processes, including new emergent ones like transactive memory, emphasizing time

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Area of Science:

  • Medical Education
  • Social Sciences

Background:

  • Limited understanding of temporal dynamics in medical education collaborative learning groups.
  • Need for in-depth exploration of learning process development over time.

Purpose of the Study:

  • To investigate the evolution of collaborative learning processes in an undergraduate PBL curriculum over 18 months.
  • To identify how group dynamics and learning behaviors change across different time periods.

Main Methods:

  • Mixed-methods triangulation design combining quantitative and qualitative approaches.
  • Hierarchic multilevel analyses of quantitative data on learning processes over three periods.
  • Semi-structured individual interviews with seven tutorial groups to explore qualitative aspects of group process development.

Main Results:

  • Group processes varied within and across the observed time periods.
  • Qualitative data revealed development in psychological safety, interdependence, potency, group learning behavior, and cohesion.
  • Two novel processes, 'transactive memory' and 'convergence in mental models', emerged during collaborative learning.

Conclusions:

  • Collaborative learning groups in medical education are dynamic social systems influenced by time and context.
  • Temporal factors significantly shape the development and effectiveness of group learning processes.
  • Future research should incorporate time as a critical variable in studying collaborative learning.