Graham D. Hendry

Group problems in problem-based learning

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 have been conducted on problems as perceived by both students 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.

Constructivism and Problem‐based Learning

Abstract Constructivism is a philosophy based on the fundamental assumption that knowledge cannot exist outside our minds. Knowledge cannot be given from one mind to another. New knowledge is ‘constructed’ or created from within individuals through experience. In higher education, problem‐based learning (PBL) is an accepted instructional method or strategy for structuring learners’ experiences. We apply constructivist philosophy to PBL and incorporate the following variables: prior knowledge, quality of problems, tutor performance, group functioning, time spent in individual study, interest in subject matter, and assessment in a model of students’ learning in a medical course. Regardless of the specific teaching methods adopted in higher education, students’ creation of high levels of understanding and competence are promoted when arousal is optimised, self‐efficacy is maximised and anxiety is minimised. An optimal learning environment in a PBL course includes teaching that supports reflection and coopera...

Use of electronic surveys in course evaluation

The growth of e–Universities and flexible delivery in higher education may also lead to increased use of electronic course evaluation methods. The effectiveness and methodology of electronic surveys are discussed. In the graduate–entry, problem–based University of Sydney Medical Program extensive use is made of web technologies for curriculum delivery and evaluation. The design and response rates for web–based “End of Year” student evaluation surveys in the medical program are reported for the period 1997–2001. To be used successfully in course evaluation, online surveys should be infrequent, short, simply designed and free from password access, and de–identified results should be displayed to students on their completion of a survey.

Patients teach students: partners in arthritis education.

A large metropolitan teaching hospital within The Northern Clinical School, University of Sydney.

Readiness for self-directed learning: Validation of a new scale with medical students

Background: Students in higher education are expected to make decisions about the depth and breadth of their study, and so self-direct their learning. Students vary in their willingness or readiness to engage in self-directed learning (SDL). Aim: This study examines the factorial validity of a new instrument, the Self-Directed Learning Readiness Scale (SDLRS) to measure readiness for SDL in medical students. Method: Exploratory factor analysis was conducted to determine the factor structure of the SDLRS for a sample of 232 first-year students in a hybrid problem-based learning (PBL) medical programme. Results: Estimates of internal consistency (Cronbachs α) were obtained for extracted factors that were compared with the three-factor structure obtained in a previous study of nursing students. Four factors ‘Critical self-evaluation’, ‘Learning self-efficacy’, ‘Self-determination’ and ‘Effective organization for learning’ all showed suitable levels of reliability. Conclusions: A revised 38 item SDLRS is a valid measure of medical students’ readiness to direct their own learning in a hybrid PBL programme.

Helping students understand their learning styles: Effects on study self‐efficacy, preference for group work, and group climate

Small tutorial groups in higher education are often composed without regard to students’ gender or broad knowledge background, for example, yet research indicates that composing groups on the basis of gender and prior qualifications may have significant effects on assessment outcomes. Previous studies have also investigated the effects of composing groups on the basis of learning style preference and found no effects. The effect of combining group composition with training in learning styles is unclear, however. In this study we report on the effects of workshop training in learning styles on balanced group members’ study self‐efficacy, preference for group work, group climate, and assessment performance. Although we found no effects, students reported greater self‐awareness of their own learning and acceptance of others’ styles. We conclude that in collaborative learning environments, training may need to go beyond facilitating growth in students’ self‐awareness to include a focus on how to apply this understanding to improving group function and helping others to learn.

Students as partners in evaluation: student and teacher perspectives

Most course evaluation in higher education is designed and conducted by university staff and rarely are students given central responsibility for planning and implementing an evaluation. Involving students as partners in educational evaluation may offer them authentic ways to develop professional skills. We describe an ‘education option’ that involved five students in designing and conducting an evaluation of the Virtual Anatomy Tutor (VAT), an online learning resource for medical students, and report both student and staff reflections on the process. The experience gained by the five students can be transferred to other settings which provide opportunities for student designed and conducted evaluation of learning resources.

Problem-based learning tutors’ conceptions of their development as tutors

Background: The quality of student learning in hybrid problem-based learning (PBL) programs depends on PBL tutors’ being effective in their role. Aims: To explore PBL tutors’ conceptions of their role and how they grow and develop as tutors, and map tutors’ views to an emergent hierarchy of conceptions. Method: Participants were 29 tutors who had tutored in at least one ‘block’ of study in academic years 1–2 in the first half of 2007 in a 4-year, graduate-entry hybrid PBL medical program. Qualitative phenomenographic analysis was used to categorize tutors’ written responses. Results: Four qualitatively different categories of conception of the PBL tutor role emerged. Categories increased in complexity and more complex conceptions included the preceding view. Analysis of tutors’ conceptions of how they grow and develop as tutors also revealed four categories of increasing complexity. There was homogeneity in the relations between levels of sophistication in conceptions of the tutor role and developing as a tutor. Conclusions: To help tutors become more effective in their role, development programs may need to engage tutors in thinking about how they develop as teachers, and in particular encourage them to solicit their own face-to-face student feedback.

Student evaluation of expert and non-expert problem-based learning tutors

The role of the tutor is important in developing effectivegroup process in educational programs built around small-group,problem-based learning (PBL).The tutor’s roleincludes creating a supportive group climate,encouraging theinvolvement of group members and addressing group prob-lems when they arise.Good tutoring has the potential to enhance group processin both novice and experienced teams.It is worthwhile therefore to monitor the quality of tutorial teaching in PBLprograms and provide valid and useful feedback to individ-ual tutors.In addition to ‘expertise’in teaching,tutors may have con-tent expertise in the area(s) covered by the patient problem(s).Tutors with content expertise may facilitate students’learn-ing,for example,by intervening in students’discussion withtimely statements or questions that evoke relevant ideasand/or clinical reasoning processes.However,studies of theeffect of tutor content expertise on student learning have pro-duced inconclusive results (Schmidt & Moust,2000).Someresearch has found a positive effect on students’achievementin favour of content experts,while other studies have foundmixed or no differences between ‘expert’and ‘non-expert’tutors (see Schmidt & Moust,2000,for a comprehensivereview).The inconclusive results from this research may bedue to differences in (1) the de”nitions of content expertiseand (2) the size of samples used,(3) participating students’level of experience of PBL,(4) students’levels of prior knowl-edge,and/or (5) the amount of structure provided by the medical school curriculum (Schmidt & Moust,2000).The curriculum in Years 1 and 2 of the University ofSydney medical program is structured around PBL tutorials,supported by lectures and other teaching sessions relevant tothe problem.A total of 70 clinical problems are grouped intonine units or ‘blocks’of study.The ”rst block is introductory,seven blocks are based on body systems and the ninth blockis concerned with oncology and palliative care.Prior to eachblock,all PBL tutors are provided with printed materials spe-cially designed to support their teaching for each problem.These support materials,together with extensive web-basedstudent resources linked to the weekly case (readers mayexplore the program web site at http://www.gmp.usyd.edu.au/visitors/),provide a highly structured teaching and learn-ing environment.In this paper,we report the results of an analysis of PBLtutor evaluation data from Years 1 and 2 of the medicalprogram for the period 1998–2000.We conducted a con”r-matory factor analysis on a 24-item tutor feedback form completed by students at the end of each block,and com-pared ratings of ‘expert’and ‘non-expert’tutors,where experttutors were broadly de”ned as having medical training.Weused this de”nition of ‘expert’because tutors with medicaltraining have different levels of clinical experience in additionto knowledge of both the basic and clinical sciences.Non-experts were further subdivided into staff with basic scienceand non-basic science backgrounds.Our analysis does notinclude an examination of the relationship between tutorexpertise and student achievement in the USydMP,becausestudents change their tutors several times during Years 1 and2,and such an examination would involve a higher level ofcomplexity beyond the scope of this article.

Independent student study groups.

Background and Objectives  Teachers and students regulate learning to varying degrees in educational programmes in higher education. We present evidence that students in a student‐centred medical programme self‐ and co‐regulate their learning in independently formed study groups. We describe the perceived benefits of study groups and the effect of study group membership on student achievement.