Abstract
BackgroundGroup processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in the health-care educational context. In this paper we present findings on how group-dynamics, collaboration, and tutor style influence the perception of profession-based stereotypes of students collaborating in iPBL groups. Health-care students are trained in iPBL groups to increase their ability to collaborate with other healthcare professionals. Previous research focusing iPBL in healthcare implies that more systematic studies are desired, especially concerning the interaction between group processes and internalized professional stereotypes. The aim of this study is to investigate whether changes in group processes, collaboration, and tutor style, influence the perception of profession-based stereotypes of physician- and nursing-students.MethodsThe study is a quasi-experimental pre- post-design. The participants included 30 students from five different healthcare professions, mainly medicine and nursing. Other professions were physiotherapy, occupational therapy and speech therapy. The students were divided into four iPBL groups, each consisting of six to nine students and a tutor. Data were collected through systematic observation using four video-recorded tutorials. SPGR (Systematizing the Person Group Relation), a computer-supported method for direct and structured observation of behavior, was used to collect and analyze the data.ResultsTraditional stereotypical profession-based behaviors were identified in the first observed group meeting. Although the groups followed different paths of development, the group-dynamics changed in all groups over the 6 weeks of collaboration. Two of the groups became more cohesive, one became more fragmented and one became more polarized. Stereotypical behaviors became less frequent in all groups. Our findings indicate that tutor behavior has a strong influence on the development of the group’s dynamics.ConclusionOur findings strongly suggest iPBL is a means of reducing stereotypical behaviors, and may positively increase members’ ability to engage in inter-professional collaboration. Although the pattern of dynamics took different forms in different groups, we argue that iPBL forces students to see the colleague behind his or her profession, thus breaking professional boundaries. The tutor style significantly influenced the iPBL groups’ development. This study contributes to our field by emphasizing the effect of group-processes in increasing mutual understanding across professions.
Highlights
Group processes in inter-professional Problem-Based Learning groups have not yet been studied in the health-care educational context
Our findings strongly suggest inter-professional Problem-Based Learning (iPBL) is a means of reducing stereotypical behaviors, and may positively increase members’ ability to engage in inter-professional collaboration
The pattern of dynamics took different forms in different groups, we argue that iPBL forces students to see the colleague behind his or her profession, breaking professional boundaries
Summary
Group processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in the health-care educational context. IPBL, an approach aligning problem-based learning (PBL) [1,2,3] with Interprofessional Education (IPE) [4,5,6], can be defined as curricular activities in which student groups from different health professional programs “learn from, with and about each other to improve collaboration and the quality of care” [5, 7,8,9,10] Such interactions between students are intended to create training synergies and collaboration skills in heterogenous groups of healthcare students and to facilitate a better understanding of other professions [5, 6, 11, 12]. Studies on IPE, and iPBL, group-processes in general, and groups’ development are lacking; this is a research gap requiring further research [19, 22]
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