目标:基于问题的学习(PBL)在有导师在场的情况下依赖于小组中的自我导向学习。虽然PBL的有效性通常归因于群体功能的动力学,群体功能随时间的变化和影响群体功能发展的因素了解较少。本研究旨在探讨PBL组功能随时间的发展,以更好地了解引起高功能组的因素。
方法:我们检查了小组功能的时间函数图,并在2023年与参加PBL课程的医学生进行了半结构化焦点小组讨论。学生们在四个不同的PBL小组中反思了他们的经历,创建时间函数图来描述8-12周期间组函数的发展。我们采用定性描述和直接内容分析的方法分阶段分析图表和转录本,由两个框架敏感:塔克曼的群体发展阶段和PBL群体功能的维度。
结果:确定了PBL组功能发育的三种原型:慢移位者,快鳍,和杯垫。(1)慢行者的特征是复杂和扩展的增长模式,与塔克曼模型一致,通常发生在没有经验的群体中,或面临新任务的团体。(2)快速鳍状肢的特征是内部或外部中断引起的群体功能突然状态变化。(3)杯垫的特点是高原,其中,维持群体功能是一个经常被引用的挑战。在成熟组和具有明显PBL经验的组中,突变和平台发生得更多。
结论:PBL组功能随时间有3种不同的模式变化。经典塔克曼的阶段在缺乏经验的群体中是显而易见的,或面临新任务的团体,而有经验的群体往往面临突然的变化或高原。PBL教育者和学生应该考虑在更有经验的群体中需要新颖性和破坏性来激发成长。
OBJECTIVE: Problem-Based Learning (PBL) relies on self-directed learning in small groups in the presence of a tutor. While the effectiveness of PBL is often attributed to the dynamics of group function, change in group function over time and factors influencing group function development are less understood. This study aims to explore the development of PBL group function over time to better understand the factors that give rise to high-functioning groups.
METHODS: We examined time-function graphs of group function and conducted semi-structured focus group discussions in 2023 with medical students enrolled in a PBL curriculum. Students reflected on their experiences in four different PBL groups, creating time-function graphs to characterize development of group function over 8-12-week periods. We analyzed graphs and transcripts in a staged approach using qualitative description and direct content analysis, sensitized by two frameworks: Tuckman\'s Stages of Group Development and the Dimensions of PBL Group Function.
RESULTS: Three archetypes of PBL group function development were identified: Slow Shifters, Fast Flippers, and Coasters. (1) Slow Shifters were characterized by a complex and extended pattern of growth consistent with Tuckman\'s model, typically occurring amongst inexperienced groups, or groups faced with a novel task. (2) Fast Flippers were characterized by abrupt state changes in group function arising from internal or external disruptions. (3) Coasters were characterized by plateaus, where maintenance of group function was a frequently cited challenge. Abrupt changes and plateaus occurred more among mature groups and groups with significant PBL experience.
CONCLUSIONS: PBL group function varies over time in 3 different patterns. Classic Tuckman\'s stages are apparent among inexperienced groups, or groups facing novel tasks, whereas experienced groups often face abrupt change or plateaus. PBL educators and students should consider the need for novelty and disruption in more experienced groups to incite growth.