Tipping J, Freeman R F, Rachlis A R
Department of Family Medicine, University of Toronto Faculty of Medicine, Ontario, Canada.
Acad Med. 1995 Nov;70(11):1050-2. doi: 10.1097/00001888-199511000-00028.
In training faculty as tutors for problem-based learning (PBL), certain aspects (domains) of teaching methodology are highlighted in the medical education literature. These are content, cognitive processing, and group dynamics. The authors contend that the amounts of attention given to these domains in faculty and student development have not been equal and that group dynamics needs further attention.
In March 1993 the authors conducted a time-lapse study that involved 27 first-year students and three faculty in three PBL groups at the University of Toronto Faculty of Medicine. The purpose of the study was to determine faculty and student perceptions and knowledge of effective group dynamics, and to develop recommendations for student and faculty training. A qualitative approach was used that combined projective questions, post-tutorial questionnaires, and live and videotaped observations.
Observations and analysis of the data revealed a generally low awareness of effective group dynamics and the absence of a mechanism for reflection that could help groups analyze and learn from their behaviors. The results also revealed a discrepancy between self-reported behavior and observed behavior. For example, the students and faculty perceived their groups as generally "working well as a team," but observers noted that several aspects of group productivity (such as the articulation of goals and planning for future sessions) were not addressed.
The authors recommend that medical schools develop comprehensive training programs to teach group members to evaluate group performance and engage in open discussion of effective and ineffective behaviors.
在培训教师成为基于问题的学习（PBL）导师时，医学教育文献中强调了教学方法的某些方面（领域）。这些方面包括内容、认知过程和小组动力学。作者认为，在教师和学生发展过程中，对这些领域的关注程度并不相同，小组动力学需要进一步关注。
1993年3月，作者进行了一项延时研究，涉及多伦多大学医学院三个PBL小组的27名一年级学生和三名教师。该研究的目的是确定教师和学生对有效小组动力学的认知和了解，并为学生和教师培训提出建议。采用了定性方法，结合了投射性问题、辅导后问卷调查以及现场和录像观察。
对数据的观察和分析表明，对有效小组动力学的总体认识较低，并且缺乏一种反思机制，无法帮助小组分析自身行为并从中学习。结果还揭示了自我报告行为与观察到的行为之间的差异。例如，学生和教师认为他们的小组总体上“团队合作良好”，但观察者指出，小组生产力的几个方面（如目标的明确表达和未来课程的规划）并未得到解决。
作者建议医学院校制定全面的培训计划，教导小组成员评估小组表现，并对有效和无效行为进行公开讨论。
