Shankar P Ravi, Nandy Atanu, Balasubramanium Ramanan, Chakravarty Soumitra
Department of Pharmacology, Xavier University School of Medicine, Aruba, Kingdom of the Netherlands.
Department of Microbiology, Xavier University School of Medicine, Aruba, Kingdom of the Netherlands.
J Educ Eval Health Prof. 2014 Mar 24;11:5. doi: 10.3352/jeehp.2014.11.5.
The Tutorial Group Effectiveness Instrument was developed to provide objective information on the effectiveness of small groups. Student perception of small group effectiveness during the problem base learning (PBL) process has not been previously studied in Xavier University School of Medicine (Aruba, Kingdom of the Netherlands); hence, the present study was carried out.
The study was conducted among second and third semester undergraduate medical students during the last week of September 2013, at Xavier University School of Medicine of the Netherlands. Students were informed about the objectives of the study and invited to participate after obtaining written, informed consent. Demographic information like gender, age, nationality, and whether the respondent had been exposed to PBL before joining the institution was noted. Student perception about small group effectiveness was studied by noting their degree of agreement with a set of 19 statements using a Likert-type scale.
Thirty-four of the 37 (91.9%) second and third semester medical students participated in the study. The mean cognitive score was 3.76 while the mean motivational and de-motivational scores were 3.65 and 2.51, respectively. The median cognitive category score was 27 (maximum score 35) while the motivation score was 26 (maximum score 35) and the de-motivational score was 12 (maximum score25). There was no significant difference in scores according to respondents' demographic characteristics.
Student perception about small group effectiveness was positive. Since most medical schools worldwide already have or are introducing PBL as a learning modality, the Tutorial Group Effectiveness Instrument can provide valuable information about small group functioning during PBL sessions.
开发小组辅导效果评估工具是为了提供有关小组有效性的客观信息。此前，在位于阿鲁巴（荷兰王国）的泽维尔大学医学院，尚未对学生在基于问题的学习（PBL）过程中对小组有效性的认知进行研究；因此开展了本研究。
2013年9月的最后一周，在荷兰泽维尔大学医学院对本科二、三年级医学生进行了此项研究。向学生告知了研究目的，并在获得书面知情同意后邀请他们参与。记录了诸如性别、年龄、国籍以及受访者在入学前是否接触过PBL等人口统计学信息。通过使用李克特量表记录学生对一组19条陈述的认同程度，来研究学生对小组有效性的认知。
37名二、三年级医学生中有34名（91.9%）参与了研究。认知得分的平均值为3.76，而动机得分和消极动机得分的平均值分别为3.65和2.51。认知类别得分的中位数为27（满分35），动机得分为26（满分35），消极动机得分为12（满分25）。根据受访者的人口统计学特征，得分没有显著差异。
学生对小组有效性的认知是积极的。鉴于全球大多数医学院校已经或正在引入PBL作为一种学习方式，小组辅导效果评估工具可以提供有关PBL课程期间小组功能的有价值信息。
