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

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 empir...

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Bibliographic Details
Published in:Medical education 2001-09, Vol.35 (9), p.884-889
Main Authors: Dolmans, Diana H J M, Wolfhagen, Ineke H A P, Van Der Vleuten, Cees P M, Wijnen, Wynand H F W
Format: Article
Language:English
Subjects:
Cognition
Curriculum subjects: programmes and methods
education
educational
Educational sciences
Group Processes
Humans
learning
Medical and paramedical education
methods
Motivation
problem-based learning
Problem-Based Learning - methods
psychology
Psychology, Educational - methods
psychology, educational, education
students
Teaching methods
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Summary: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.
ISSN:0308-0110
1365-2923
DOI:10.1046/j.1365-2923.2001.00915.x