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Related Experiment Video

Updated: Aug 15, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review.

Athena Li1, Elif Bilgic2,3, Amy Keuhl3

  • 1Bachelor of Health Sciences (Honours), McMaster University, Hamilton, Canada.

BMC Medical Education
|December 29, 2022
PubMed
Summary
This summary is machine-generated.

Group function in problem-based learning (PBL) significantly impacts experiential outcomes more than academic or behavioral ones. Student experiences in PBL do not reliably predict academic success, highlighting the need for further research.

Keywords:
Cognitive processingCurriculum designEducationLearning outcomeProblem-based learning

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Area of Science:

  • Health Professions Education
  • Medical Education Research
  • Pedagogy and Learning Sciences

Background:

  • Problem-based learning (PBL) is a cornerstone of undergraduate health professions training.
  • Group dynamics within PBL curricula can influence student learning, but evidence synthesis is limited.
  • This review focuses on the impact of group function on individual student outcomes in PBL.

Purpose of the Study:

  • To conduct a scoping review of the literature on group function's influence on individual student PBL outcomes.
  • To examine the effects of group composition, group processes, and PBL processes on learning.
  • To analyze outcomes across Kirkpatrick's framework (experiential, academic, behavioral).

Main Methods:

  • A comprehensive literature search was performed across Medline, CINAHL, and APA PsychInfo (1980-2021).
  • Included were English-language empirical studies and reviews linking group function to defined learning outcomes in health professions PBL.
  • Narrative summarization of methods, results, discussions, and limitations from the selected studies.

Main Results:

  • The 48 studies reviewed showed varied contexts, designs, and results, predominantly focusing on junior medical students.
  • Group Processes were most frequently studied, followed by Group Composition and PBL Processes.
  • Relationships between group function and outcomes were inconsistent; positive experiences didn't guarantee academic gains, and negative behaviors didn't predict lower grades.

Conclusions:

  • Group function is a stronger predictor of experiential outcomes than academic or behavioral outcomes in PBL.
  • Different levels of Kirkpatrick outcomes demonstrated low correlation, indicating distinct measurement challenges.
  • Further research is essential to understand PBL group dynamics and inform curriculum design, potentially requiring standardized measurement tools.