Group learning factors in a problem-based course in oral radiology.

Abstract

To assess the development of group dynamics in students who participated in a problem-based learning (PBL) course in oral radiology and to evaluate the influence of the facilitators' experience. At the beginning and end of the course, students in three consecutive years (1997, 1998 and 1999) responded to a group learning factor questionnaire designed to measure group dynamics (engagement, interpersonal relationships, lack of commitment and disruptive behaviour, interpersonal learning and self-presentation). The answers were analysed with paired t-test and the effects of the facilitator's seniority, expertise in oral radiology, experience of PBL and single or rotating facilitators assessed. Most groups in the three years reported above average group dynamic scores. There were significant changes in group dynamics. In the 1997 class, interpersonal relationships improved (P=0.014). In the 1998 class, interpersonal learning (P=0.021) and engagement (P=0.009) increased significantly, while disruptive behaviour decreased (P=0.031). In the 1999 class, lack of commitment and disruptive behaviour decreased (P=0.014). Groups led by a junior faculty member with no previous experience of PBL show less commitment and more disruptive behaviour. More commitment and less disruptive behaviour and improved engagement, interpersonal relationships and self-presentation were found in a PBL course in oral radiology. Facilitators should have prior exposure to PBL to avoid disruptive behaviour among the students.