Visschers-Pleijers Astrid J S F, Dolmans Diana H J M, de Leng Bas A, Wolfhagen Ineke H A P, van der Vleuten Cees P M
Department of Educational Development and Research, Faculty of Medicine, University of Maastricht, Maastricht, The Netherlands.
Med Educ. 2006 Feb;40(2):129-37. doi: 10.1111/j.1365-2929.2005.02368.x.
Collaborative learning, including problem-based learning (PBL), is a powerful learning method. Group interaction plays a crucial role in stimulating student learning. However, few studies on learning processes in medical education have examined group interactions. Most studies on collaboration within PBL used self-reported data rather than observational data. We investigated the following types of interactions in PBL tutorial groups: learning-oriented interactions (exploratory questioning, cumulative reasoning and handling conflicts about knowledge); procedural interactions, and irrelevant/off-task interactions.
The central question concerned how much time is spent on the different types of interaction during group sessions and how the types of interaction are distributed over the meeting.
Four tutorial group sessions in Year 2 of the PBL undergraduate curriculum of Maastricht Medical School were videotaped and analysed. The sessions concerned the reporting phase of the PBL process. We analysed the interactions using a coding scheme distinguishing several verbal interaction types, such as questions, arguments and evaluations.
Learning-orientated interactions accounted for 80% of the interactions, with cumulative reasoning, exploratory questioning and handling conflicts about knowledge accounting for about 63%, 10% and 7% of the interactions, respectively. Exploratory questioning often preceded cumulative reasoning. Both types occurred throughout the meeting. Handling conflicts mainly occurred after the first 20 minutes.
Task involvement in the tutorial groups was high. All types of learning-orientated interactions were observed. Relatively little time was spent on exploratory questions and handling conflicts about knowledge. Problem-based learning training should pay special attention to stimulating discussion about contradictory information.
协作学习，包括基于问题的学习（PBL），是一种强大的学习方法。小组互动在激发学生学习方面起着至关重要的作用。然而，医学教育中关于学习过程的研究很少考察小组互动。大多数关于PBL中协作的研究使用的是自我报告数据而非观察数据。我们调查了PBL辅导小组中的以下几种互动类型：以学习为导向的互动（探索性提问、累积推理以及处理关于知识的冲突）；程序性互动，以及无关/非任务性互动。
核心问题是在小组会议期间，不同类型的互动花费了多少时间，以及互动类型在会议中是如何分布的。
对马斯特里赫特医学院PBL本科课程二年级的四个辅导小组会议进行了录像和分析。这些会议涉及PBL过程的汇报阶段。我们使用一种编码方案分析互动，该方案区分了几种言语互动类型，如问题、论点和评价。
以学习为导向的互动占互动总数的80%，其中累积推理、探索性提问以及处理关于知识的冲突分别占互动总数的约63%、10%和7%。探索性提问通常先于累积推理。这两种类型在会议全程都有出现。处理冲突主要发生在前20分钟之后。
辅导小组中的任务参与度很高。观察到了所有类型的以学习为导向的互动。在探索性问题和处理关于知识的冲突上花费的时间相对较少。基于问题的学习培训应特别关注激发关于矛盾信息的讨论。
