Willis S C, Jones A, Bundy C, Burdett K, Whitehouse C R, O'Neill P A
Faculty of Medicine, University of Manchester, UK.
Med Teach. 2002 Sep;24(5):495-501. doi: 10.1080/0142159021000012531.
The problem based learning (PBL) curriculum at Manchester emphasizes small-group work. This is supported through group assessment where students assess key aspects of their group's function. In the study described here the authors evaluated students' perceptions of both PBL group work and what a group assessment needs to assess. They aimed to produce a description of the cognitive and motivational influences on group process and unpack the ways they contribute to a successful PBL group so that the kinds of skills an effective assessment should assess could be identified. Focus groups and a questionnaire were used to generate the data. The focus group results indicate that students support PBL group work as a method of learning, and that those groups that work cooperatively are perceived as facilitating the most motivating learning environment. The students supported the assessment being summative and felt that it could be simplified to measure: behavioural skills contributing to maximizing motivation of the group process; and cognitive skills relating to the content of the group discussion. The questionnaire results also supported the use of a summative assessment of small-group work that evaluates the domains of group process and the content of the group discussion.
曼彻斯特基于问题的学习（PBL）课程强调小组合作。这通过小组评估得到支持，在小组评估中，学生评估小组功能的关键方面。在本文所述的研究中，作者评估了学生对PBL小组合作以及小组评估所需评估内容的看法。他们旨在描述对小组过程的认知和动机影响，并剖析这些影响对成功的PBL小组的贡献方式，以便确定有效评估应评估的技能类型。通过焦点小组和问卷调查来收集数据。焦点小组的结果表明，学生支持将PBL小组合作作为一种学习方法，并且那些合作良好的小组被认为营造了最具激励性的学习环境。学生支持评估具有总结性，并认为可以简化评估内容以衡量：有助于最大限度激发小组过程动力的行为技能；以及与小组讨论内容相关的认知技能。问卷调查结果也支持对小组合作进行总结性评估，该评估可对小组过程的各个方面和小组讨论的内容进行评估。
