Reliability and validity of a Tutorial Group Effectiveness Instrument

Singaram, Veena S.; Vleuten, Cees van der; Berkel, Henk van; Dolmans, Diana

doi:10.3109/01421590903480105

Cited by 22 publications

(25 citation statements)

References 16 publications

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“…TGEI was developed to create a better understanding of well-functioning and problematic PBL groups and to help facilitators and students develop and implement strategies to improve group functioning during PBL [1]. In the study conducted at KwaZulu-Natal, South Africa the mean cognitive, motivational, and de-motivational scores were 3.12, 3.32, and 3.17 respectively [1].…”

Section: Discussionmentioning

confidence: 99%

“…The students were explained the objectives of the study and invited to participate. Written permission was obtained from Dr. Singaram, the first author of the instrument [1]. Written informed consent was obtained from all participants.…”

Section: Methodsmentioning

confidence: 99%

“…Group work plays an important role in problem base learning (PBL) and is critical to its success [1]. Ensuring small groups are effective and functioning is critical to the success of a PBL program.…”

Section: Introductionmentioning

confidence: 99%

“…The Tutorial Group Effectiveness Instrument (TGEI) was developed to provide objective information on the effectiveness of small groups in the tutorial process [1]. TGEI appeared to provide valid and reliable factor scores.…”

Section: Introductionmentioning

confidence: 99%

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Small group effectiveness in a Caribbean medical school’s problem-based learning sessions

Shankar

Nandy

Balasubramanium

et al. 2014

J Educ Eval Health Prof

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Purpose:The Tutorial Group Effectiveness Instrument was developed to provide objective information on the effectiveness of small groups. Student perception of small group effectiveness during the problem base learning (PBL) process has not been previously studied in Xavier University School of Medicine (Aruba, Kingdom of the Netherlands); hence, the present study was carried out.Methods:The study was conducted among second and third semester undergraduate medical students during the last week of September 2013, at Xavier University School of Medicine of the Netherlands. Students were informed about the objectives of the study and invited to participate after obtaining written, informed consent. Demographic information like gender, age, nationality, and whether the respondent had been exposed to PBL before joining the institution was noted. Student perception about small group effectiveness was studied by noting their degree of agreement with a set of 19 statements using a Likert-type scale.Results:Thirty-four of the 37 (91.9%) second and third semester medical students participated in the study. The mean cognitive score was 3.76 while the mean motivational and de-motivational scores were 3.65 and 2.51, respectively. The median cognitive category score was 27 (maximum score 35) while the motivation score was 26 (maximum score 35) and the de-motivational score was 12 (maximum score25). There was no significant difference in scores according to respondents’ demographic characteristics.Conclusion:Student perception about small group effectiveness was positive. Since most medical schools worldwide already have or are introducing PBL as a learning modality, the Tutorial Group Effectiveness Instrument can provide valuable information about small group functioning during PBL sessions.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Small group effectiveness in a Caribbean medical school’s problem-based learning sessions

Shankar

Nandy

Balasubramanium

et al. 2014

J Educ Eval Health Prof

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“…In group discussion -both the presenter and the listener are benefited [14]. Group discussion plays an important role in problem-based learning (PBL) [17].…”

Section: Discussionmentioning

confidence: 99%

Second year medical student’s feedback and perspective on teaching methodology in Pharmacology in a tertiary care teaching hospital from India

Ts¹,

Manu²,

Kulkarni³

et al. 2016

SJAMS

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Abstract:Understanding current scenario of medical undergraduates regarding teaching as well as learning pharmacology and understanding its vital role in academics, clinics and research may greatly help in improving the teaching of this discipline. This study was conducted to evaluate medical students' opinions toward pharmacology teaching. 2 nd year MBBS students of 5 th term at Bidar Institute of Medical Science, Bidar who completed a selfadministered questionnaire that inquired concerning their views toward pharmacology teaching were enrolled in study. The majority (69.35%), of the participants were male and 30.65% were females. Majority of them agreed that printed handouts are must before class (64.52%), physiology part must be discussed prior to the class (95.16%), preferred black board (BB) i.e. 90.33% over power point presentation (PPT) i.e. 20.97%, seminars should be allotted to interested students (69.35%); experimental(83.88%), problem based learning(91.93%), clinical pharmacology(77.42%) helps during clinical posting. Majority liked to discuss with clinical cases (98.38%), group discussion (90.32%) improves understanding and memorizing drugs was difficult (87.10%).The study reviewed the general perceptions of students regarding the pharmacology teaching. It needs concerted efforts to make learning pharmacology an interesting experience and to identify priority areas for such improvements.

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Group Work and Group Dynamics in PBL

Fonteijn¹,

Dolmans²

2019

The Wiley Handbook of Problem‐Based Learning

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Reliability and validity of a Tutorial Group Effectiveness Instrument

Cited by 22 publications

References 16 publications

Small group effectiveness in a Caribbean medical school’s problem-based learning sessions

Small group effectiveness in a Caribbean medical school’s problem-based learning sessions

Second year medical student’s feedback and perspective on teaching methodology in Pharmacology in a tertiary care teaching hospital from India

Group Work and Group Dynamics in PBL

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