A Staff Education and Development Programme to Support PBL

Goh, Karen

doi:10.1007/978-981-4021-75-3_12

Cited by 2 publications

(1 citation statement)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many authors in writing about IBL, mention staff development in passing, as an element of a successful introduction of these pedagogies into undergraduate or postgraduate classrooms (e.g. (Goh, 2012). Few studies document staff development through experiential learning of a collaborative IBL episode.…”

mentioning

confidence: 99%

Mighty Negatrons and Collective Knitting: Academic Educators’ Experiences of Collaborative Inquiry-Based Learning

Prowse¹

2014

Innovations in Higher EducationTeaching and Learning

View full text Add to dashboard Cite

mentioning

confidence: 99%

Mighty Negatrons and Collective Knitting: Academic Educators’ Experiences of Collaborative Inquiry-Based Learning

Prowse¹

2014

Innovations in Higher EducationTeaching and Learning

View full text Add to dashboard Cite

Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review

Bilgiç

Keuhl

et al. 2022

BMC Med Educ

View full text Add to dashboard Cite

Background Problem-based learning (PBL) is a common instructional method in undergraduate health professions training. Group interactions with and within PBL curricula may influence learning outcomes, yet few studies have synthesized the existing evidence. This scoping review summarized the literature examining the influence of group function on individual student PBL outcomes. Following Kirkpatrick’s framework, experiential, academic, and behavioral outcomes were considered. The impacts of three aspects of group function were explored: (1) Group Composition (identities and diversity), (2) Group Processes (conduct and climate, motivation and confidence, and facilitation), and (3) PBL Processes (tutorial activities). Methods A literature search was conducted using Medline, CINAHL, and APA PsychInfo from 1980–2021, with the help of a librarian. English-language empirical studies and reviews that related group function to learning outcome, as defined, in undergraduate health professions PBL curricula were included. Relevant references from included articles were also added if eligibility criteria were met. The methods, results, discussions, and limitations of the sample were summarized narratively. Results The final sample (n = 48) varied greatly in context, design, and results. Most studies examined junior medical students (n = 32), used questionnaires for data collection (n = 29), and reported immediate cross-sectional outcomes (n = 34). Group Processes was the most frequently examined aspect of group function (n = 29), followed by Group Composition (n = 26) and PBL Processes (n = 12). The relationships between group function and outcomes were not consistent across studies. PBL experiences were generally highly rated, but favorable student experiences were not reliable indicators of better academic or behavioral outcomes. Conversely, problematic group behaviors were not predictors of poorer grades. Common confounders of outcome measurements included exam pressure and self-study. Conclusions The main findings of the review suggested that (1) group function is more predictive of experiential than academic or behavioral PBL outcomes, and (2) different Kirkpatrick levels of outcomes are not highly correlated to each other. More research is needed to understand the complexity of group function in PBL tutorials under variable study contexts and better inform curricular training and design. Standardized tools for measuring PBL group function may be required for more conclusive findings.

show abstract

A Staff Education and Development Programme to Support PBL

Cited by 2 publications

References 13 publications

Mighty Negatrons and Collective Knitting: Academic Educators’ Experiences of Collaborative Inquiry-Based Learning

Mighty Negatrons and Collective Knitting: Academic Educators’ Experiences of Collaborative Inquiry-Based Learning

Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review

Contact Info

Product

Resources

About