Using Faculty and Student Perceptions of Group Dynamics to Develop Recommendations for PBL Training

A study investigated medical school faculty and student knowledge and perceptions of group dynamics in the context of problem-based learning (PBL). Observation of 27 first-year medical students and 3 faculty in University of Toronto medical school PBL groups revealed a generally low awareness of eff...

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Bibliographic Details
Published inAcademic medicine Vol. 70; no. 11; p. 1050
Main Author Tipping, Jane
Format Journal Article
LanguageEnglish
Published United States 01.11.1995
Subjects
Attitude
Attitude of Health Personnel
Classroom Techniques
Curriculum
Curriculum Design
Efficiency
Faculty Development
Faculty, Medical
Goals
Group Dynamics
Group Processes
Guidelines as Topic
Health Knowledge, Attitudes, Practice
Higher Education
Humans
Knowledge Level
Medical Education
Medical School Faculty
Ontario
Problem Based Learning
Professional Education
Projective Techniques
Self-Assessment
Student Attitudes
Student Development
Students, Medical
Surveys and Questionnaires
Teacher Attitudes
Teaching - methods
Time and Motion Studies
University of Toronto (Canada)
Videotape Recording
Ontario
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Summary:A study investigated medical school faculty and student knowledge and perceptions of group dynamics in the context of problem-based learning (PBL). Observation of 27 first-year medical students and 3 faculty in University of Toronto medical school PBL groups revealed a generally low awareness of effective group dynamics. Comprehensive medical school training programs in this area are recommended. (Author/MSE)
ISSN:1040-2446
DOI:10.1097/00001888-199511000-00028