Group interaction in problem-based learning tutorials: a systematic review.
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| Title: | Group interaction in problem-based learning tutorials: a systematic review. |
|---|---|
| Authors: | Azer, S. A.1, Azer, D.2 |
| Source: | European Journal of Dental Education. Nov2015, Vol. 19 Issue 4, p194-208. 15p. 2 Illustrations, 1 Diagram, 3 Charts. |
| Subject Terms: | *Problem-based learning, *Active learning, *Learning, *Problem solving, *Dental students |
| Abstract: | Introduction This review aimed at identifying studies on group interaction in problem-based learning ( PBL) and elucidate methods used, factors affecting group interaction and the relationship between interaction and student's learning. Materials and Methods Pub Med, EMBASE, Psyc INFO and High Wire were searched (January 1999 to June 2013) using a combination of pre-specified search terms. The search words were also used in searching nine journals in dental and medical education. Also edited research books on PBL were searched. Both qualitative and descriptive studies of group interaction were selected and critically appraised. Results Finally, 42 of 10,606 papers were included (35 journal articles and seven from research books). The materials used in assessing group interaction varied depending on the methodology design. Forty-three percent of the studies used video recording to evaluate group interaction. Other studies used indirect approaches such as focus groups, interviews and questionnaires. Factors affecting group interactions were students' and tutors' perceptions, tutor's subject-matter expertise, training students, tutor's group dynamics. There was no conclusive evidence about the impact of interaction in PBL on learning. Most studies were from medicine (64%), and 35 papers were published in the last 10 years. The majority of studies were conducted in Europe, North America and Asia. Conclusions Although there is a progressive increase in publications on PBL group interaction during the last 10 years, there are knowledge gaps and deficiencies in this area and most studies are lacking solid theoretical basis and are descriptive. There is a deficiency in the literature in this area from dentistry and other allied health disciplines. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Dental Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 110259866 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Group interaction in problem-based learning tutorials: a systematic review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Azer%2C+S%2E+A%2E%22">Azer, S. A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Azer%2C+D%2E%22">Azer, D.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Dental+Education%22">European Journal of Dental Education</searchLink>. Nov2015, Vol. 19 Issue 4, p194-208. 15p. 2 Illustrations, 1 Diagram, 3 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Dental+students%22">Dental students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Introduction This review aimed at identifying studies on group interaction in problem-based learning ( PBL) and elucidate methods used, factors affecting group interaction and the relationship between interaction and student's learning. Materials and Methods Pub Med, EMBASE, Psyc INFO and High Wire were searched (January 1999 to June 2013) using a combination of pre-specified search terms. The search words were also used in searching nine journals in dental and medical education. Also edited research books on PBL were searched. Both qualitative and descriptive studies of group interaction were selected and critically appraised. Results Finally, 42 of 10,606 papers were included (35 journal articles and seven from research books). The materials used in assessing group interaction varied depending on the methodology design. Forty-three percent of the studies used video recording to evaluate group interaction. Other studies used indirect approaches such as focus groups, interviews and questionnaires. Factors affecting group interactions were students' and tutors' perceptions, tutor's subject-matter expertise, training students, tutor's group dynamics. There was no conclusive evidence about the impact of interaction in PBL on learning. Most studies were from medicine (64%), and 35 papers were published in the last 10 years. The majority of studies were conducted in Europe, North America and Asia. Conclusions Although there is a progressive increase in publications on PBL group interaction during the last 10 years, there are knowledge gaps and deficiencies in this area and most studies are lacking solid theoretical basis and are descriptive. There is a deficiency in the literature in this area from dentistry and other allied health disciplines. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Dental Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=110259866 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/eje.12121 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 194 Subjects: – SubjectFull: Problem-based learning Type: general – SubjectFull: Active learning Type: general – SubjectFull: Learning Type: general – SubjectFull: Problem solving Type: general – SubjectFull: Dental students Type: general Titles: – TitleFull: Group interaction in problem-based learning tutorials: a systematic review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Azer, S. A. – PersonEntity: Name: NameFull: Azer, D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 13965883 Numbering: – Type: volume Value: 19 – Type: issue Value: 4 Titles: – TitleFull: European Journal of Dental Education Type: main |
| ResultId | 1 |
