McLean Michelle, Van Wyk Jacqueline M, Peters-Futre Edith M, Higgins-Opitz Susan B
School of Medical Sciences, University of KwaZulu-Natal, South Africa.
Med Teach. 2006 Jun;28(4):e94-103. doi: 10.1080/01421590600726987.
In problem-based learning (PBL) curricula, first-year students need to adapt to a new learning environment and an unfamiliar new pedagogy. The small-group tutorial potentially offers a learning environment where students can become self-directed learners, collaborating with other group members to achieve individual and group learning goals. At the end of the first six-week theme in a relatively new PBL curriculum, new medical students were canvassed about coping with PBL (self-directed learning; content; time management; resources) and the value of the small-group tutorial, the latter of which is currently being reported. Almost 84% of students (n = 178) responded. The benefits of participating in small groups were categorized into three domains-cognitive, affective and social-as identified from student responses. Results were analysed in terms of gender and prior educational experience (secondary school vs. prior tertiary educational experience). For almost 94% of students, the small-group tutorial provided a conducive learning environment that influenced their personal development (i.e. tolerance, patience) and socialization into the faculty. Significantly more males indicated that they had developed social skills, while more school-leavers (matriculants) than mature students felt more receptive to the views of others. More mature students claimed to have made friends. Irrespective of some conflicting opinions in the literature, the present results suggest that the PBL tutorial may be important in facilitating student socialization into a new and unfamiliar academic environment, particularly when the pedagogy differs markedly from their past educational experiences. Through interacting with fellow students from diverse origins who hold different views in the intimate setting of the small group, students felt that they had not only increased their knowledge but had also developed personally and socially. It is proposed that the small group may be useful for integrating a diverse population of students into a new academic environment.
在基于问题的学习（PBL）课程中，一年级学生需要适应新的学习环境和不熟悉的新教学法。小组辅导有可能提供一种学习环境，让学生成为自主学习者，与其他小组成员合作以实现个人和小组的学习目标。在一门相对较新的PBL课程的前六周主题结束时，对新入学的医学生进行了关于应对PBL（自主学习、内容、时间管理、资源）以及小组辅导价值的调查，后者的情况在本文中汇报。近84%的学生（n = 178）做出了回应。从学生的回答中可以看出，参与小组学习的益处可分为认知、情感和社交三个领域。研究结果按照性别和先前的教育经历（中学教育与先前的高等教育经历）进行了分析。对于近94%的学生而言，小组辅导提供了一个有益的学习环境，影响了他们的个人发展（如宽容、耐心）以及融入学院的过程。显著更多的男生表示他们培养了社交技能，而相较于成熟学生，更多刚毕业的高中生（预科生）感觉更容易接受他人的观点。更多成熟学生称交到了朋友。尽管文献中存在一些相互矛盾的观点，但目前的结果表明，PBL辅导在促进学生融入新的、不熟悉的学术环境方面可能很重要，特别是当这种教学法与他们过去的教育经历有显著差异时。通过在小组的亲密环境中与来自不同背景、持有不同观点的同学互动，学生们觉得自己不仅增加了知识，而且在个人和社交方面都得到了发展。有人提出，小组可能有助于将不同类型的学生融入新的学术环境。
