Solving problems with group work in problem‐based learning: hold on to the philosophy

Diana H. J. M. Dolmans · Ineke H. A. P. Wolfhagen · Cees P. M. van der Vleuten · Wynand Wijnen

210 citations0/0 files storedMedical Education

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Problem and Project Based Learning Innovations in Medical Education Innovative Teaching and Learning Methods

Abstract

INTRODUCTION: Problem-based learning (PBL) has gained a foothold within many schools in higher education as a response to the problems faced within traditional education. DISCUSSION: Working with PBL tutorial groups is assumed to have positive effects on student learning. Several studies provide empirical evidence that PBL stimulates cognitive effects and leads to restructuring of knowledge and enhanced intrinsic interest in the subject matter. However, staff members do not always experience the positive effects of group work which they had hoped for. When confronted with problems in group work, such as students who only maintain an appearance of being actively involved and students who let others do the work, teachers all too often implement solutions which can be characterized as teacher- directed rather than student-directed. Teachers tend to choose solutions which are familiar from their own experience during professional training, i.e. using the teacher-directed model. These solutions are not effective in improving group work and the negative experiences persist. CONCLUSION: It is argued that teachers should hold on to the underlying educational philosophy when solving problems arising from group work in PBL, by choosing actions which are consistent with the student-directed view of education in PBL.

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References

1995Problem Based Learning: An instructional model and its constructivist framework 1993The Transition 1996Research on Cooperative Learning and Achievement: What We Know, What We Need to Know 1992The psychological basis of problem-based learning 1999The use of self-, peer and co-assessment in higher education: A review 1993Foundations of problem‐based learning: some explanatory notes 1992The Tutorial Process 1996Issues in cognitive psychology

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2007Learning in focus groups 2008Problem-based learning: Where are we now?2008A systematic review of selected evidence on developing nursing students’ critical thinking through problem-based learning 2010Investigating effects of problem-based versus lecture-based learning environments on student motivation 2013Problem-based learning (PBL): Getting the most out of your students – Their roles and responsibilities: AMEE Guide No. 84 2006Analysis of verbal interactions in tutorial groups: a process study

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