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Contextual attributes to promote positive social interdependence in problem-based learning: a focus group study.

Ikuo Shimizu1, Yasushi Matsuyama2, Robbert Duvivier3

  • 1Center for Medical Education and Clinical Training, Shinshu University, 3-1-1 Asahi, Matsumoto, 3908621, Japan. ishimizu@shinshu-u.ac.jp.

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|April 21, 2021
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Summary

Academic inquisition and desire for efficiency influence social interdependence in problem-based learning (PBL). Understanding these factors is key to improving collaborative learning in health professions education.

Keywords:
Collaborative learningHealth professions educationProblem-based learningQualitative researchSocial interdependence theory

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Area of Science:

  • Medical Education
  • Collaborative Learning
  • Social Interdependence Theory

Background:

  • Problem-based learning (PBL) is a collaborative approach where students learn through interaction.
  • Social Interdependence Theory (SIT) highlights the importance of positive group interdependence for learning.
  • Limited research exists on collaborative behaviors in PBL, hindering effective implementation.

Purpose of the Study:

  • To explore factors promoting or hindering positive social interdependence in PBL.
  • To understand the dynamics of these attributes within PBL groups.

Main Methods:

  • Four focus groups were conducted with 26 clinical year medical students.
  • Semi-structured interviews explored concepts related to SIT.
  • Constructivist grounded theory was used for transcript analysis to develop a model.

Main Results:

  • Two key attributes identified: 'academic inquisition' (desire for learning) and 'desire for efficiency' (completing tasks quickly).
  • These attributes initially conflict but drive interdependence through stages like case inquiry, efficient work-seeking, and shared problem-solving.
  • A model was developed to explain how these attributes influence social interdependence in PBL.

Conclusions:

  • Findings enhance understanding of collaborative dynamics in PBL environments.
  • The developed model can guide the innovation and improvement of PBL as a collaborative learning strategy.
  • Insights may explain challenges in PBL implementation in diverse educational contexts.