Group problems in problem-based learning

Graham D. Hendry

doi:10.1080/0142159031000137427

2009-08-03

PRE

Graham D. Hendry *

Greg Ryan

Jennifer Harris

DOI：10.1080/0142159031000137427

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摘要

En 中文

Successful small-group learning in problem-based learning (PBL) educational programmes relies on functional group processes. However, there has been limited research on PBL group problems, and no studies and tutors in the same educational context. The authors investigated PBL group problems in a graduate-entry medical programme, and report the most common group problems, and those that hinder students' learning the most. The possible causes of individual quietness and dominant behaviour, and potential influences that group problems may have on the tutorial process are summarized in an exploratory model of PBL group dysfunction that could be used to guide further research. Specifically, there is a need for further evidence on which to base guidelines for tutors and students to effectively manage group problems.

Keyword:

TUTORIAL GROUPS