Medical Student Perceptions of Factors Affecting Productivity of Problem-Based Learning Tutorial Groups: Does Culture Influence the Outcome?

Carlo, M D; Swadi, Harith; Mpofu, Debbie

doi:10.1207/s15328015tlm1501_11

Cited by 65 publications

(53 citation statements)

References 11 publications

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“…elaboration and interaction) dimensions. Similar findings were reported by Carlo et al (2003) who, in addition, noted that students' backgrounds and cultures influence motivation and the cognitive aspects of the small-group tutorial as well. Furthermore, Singaram et al (2008) highlighted that although diverse students were positive about group learning, attention should be directed toward students who respond negatively to group work as dysfunctional groups have been noticed in practice.…”

Section: Practice Pointssupporting

confidence: 85%

Reliability and validity of a Tutorial Group Effectiveness Instrument

et al. 2010

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Background: Tutorial group effectiveness is essential for the success of learning in problem-based learning (PBL). Less effective and dysfunctional groups compromise the quality of students learning in PBL. Aims: This article aims to report on the reliability and validity of an instrument aimed at measuring tutorial group effectiveness in PBL. Method: The items within the instrument are clustered around motivational and cognitive factors based on Slavin's theoretical framework. A confirmatory factor analysis (CFA) was carried out to estimate the validity of the instrument. Furthermore, generalizability studies were conducted and alpha coefficients were computed to determine the reliability and homogeneity of each factor. Results: The CFA indicated that a three-factor model comprising 19 items showed a good fit with the data. Alpha coefficients per factor were high. The findings of the generalizability studies indicated that at least 9-10 student responses are needed in order to obtain reliable data at the tutorial group level. Conclusion: The instrument validated in this study has the potential to provide faculty and students with diagnostic information and feedback about student behaviors that enhance and hinder tutorial group effectiveness.

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Section: Practice Pointssupporting

confidence: 85%

Reliability and validity of a Tutorial Group Effectiveness Instrument

et al. 2010

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“…Female medical students have been found to be significantly more achievement oriented as compared to male medical students (Loucks et al 1979). Among tutorial groups, motivation of female students was also found to be significantly higher than male students (Carlo et al 2003).…”

Section: Motivation As a Dependent Variablementioning

confidence: 88%

“…Strength of motivation to study medicine was found to be predictive of GPA in the third year, but not the first 2 years of medical study, in another study (Hoschl & Kozeny 1997). Tutorial group productivity was found to be significantly higher in the groups having students with higher motivation as compared to those with lower motivation (Dolmans et al 1998;Carlo et al 2003). Students entering medicine with intellectual challenge (SDT intrinsic goal content) as the most important motive were found to have higher GPAs (Price et al 1994).…”

Section: Motivation As An Independent Variablementioning

confidence: 99%

Motivation as an independent and a dependent variable in medical education: A review of the literature

et al. 2011

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Background: Motivation in learning behaviour and education is well-researched in general education, but less in medical education. Aim: To answer two research questions, 'How has the literature studied motivation as either an independent or dependent variable? How is motivation useful in predicting and understanding processes and outcomes in medical education?' in the light of the Self-determination Theory (SDT) of motivation. Methods: A literature search performed using the PubMed, PsycINFO and ERIC databases resulted in 460 articles. The inclusion criteria were empirical research, specific measurement of motivation and qualitative research studies which had well-designed methodology. Only studies related to medical students/school were included. Results: Findings of 56 articles were included in the review. Motivation as an independent variable appears to affect learning and study behaviour, academic performance, choice of medicine and specialty within medicine and intention to continue medical study. Motivation as a dependent variable appears to be affected by age, gender, ethnicity, socioeconomic status, personality, year of medical curriculum and teacher and peer support, all of which cannot be manipulated by medical educators. Motivation is also affected by factors that can be influenced, among which are, autonomy, competence and relatedness, which have been described as the basic psychological needs important for intrinsic motivation according to SDT. Conclusion: Motivation is an independent variable in medical education influencing important outcomes and is also a dependent variable influenced by autonomy, competence and relatedness. This review finds some evidence in support of the validity of SDT in medical education.

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“…In summary, it was suggested that PBL granted students the chance to work on real life problems in their cooperative learning groups and supported student development by enhancing sharing of knowledge; PBL was well received and found useful both by the instructors and students; PBL enhanced the development of self-regulated learning skills of students better than their counterparts receiving traditional instruction; the interactions among students in PBL tutorials contributed substantially to group processes and performance outcomes; the ultimate gains of PBL classes were interaction and access to more information as a result of increased research skills; PBL students' reliance on their instructors' guidance decreased and they focused more on their peers' opinions and contributions; and PBL was influential in the development of group interactions, student self-reliance, research skill development and active participation during the learning process [21,22,23,24,25,26,27,28,29]. On the other hand, the workload of PBL tutorials was a common complaint among students and students' statements of uncertainty (what to learn, where to find, how to start etc.)…”

Section: Review Of Pbl Researchmentioning

confidence: 99%

What Does Research Tell Us about Trends in Dissertations on PBL?

Erdoğan¹

2017

ujer

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The aim of this study is to investigate the research trends in dissertations on PBL from 2002 to 2015 in Turkey. For this purpose, the master's and doctorate dissertations in the National Thesis Database of Council of Higher Education (CoHE) were selected for rigorous content analysis. The analysis was utilized to classify the type of study, the learning domains, research methods, research designs, research domains, subject groups, group sizes, length of treatments and data collection instruments. For analysis purposes, frequencies and percentages were calculated for each category. Additionally, the results obtained in these dissertations were examined and reported separately with regards to cognitive, affective and conative domains. According to analysis results; science is the most favorable learning domain, quantitative methodology is more utilized as compared to qualitative and quantitative methods, cognition and affect followed by cognition only are the mostly utilized research domains, subject groups are predominantly at elementary education level and secondly from teacher education, studies preferred to have a group size of 41-80, the treatments on PBL research last mostly four to six weeks, and finally majority of the studies use achievement tests and attitude scales as instruments of measurement.

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Medical Student Perceptions of Factors Affecting Productivity of Problem-Based Learning Tutorial Groups: Does Culture Influence the Outcome?

Abstract: 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.

Cited by 65 publications

References 11 publications

Reliability and validity of a Tutorial Group Effectiveness Instrument

Reliability and validity of a Tutorial Group Effectiveness Instrument

Motivation as an independent and a dependent variable in medical education: A review of the literature

What Does Research Tell Us about Trends in Dissertations on PBL?

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