Perceptions of group dynamics in problem-based learning sessions: a time to reflect on group issues

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Abstract
Problem-based learning (PBL) educational settings are design studios for reflection on group dynamics perceptions. Most PBL studies report aspects related to cognitive skills and very little attention has been given to the development of group-related skills. This study reports on students' and faculty perceptions of group dynamics. A questionnaire was used to collect data from students following completion of each of four PBL themes. Data from tutors was collected using a more open-ended format. Feedback and discussions post-PBL themes offered reflective opportunities for groups. Differences were noted in what students and tutors perceived as important, demonstrating a faculty-student gap. The female students stated important aspects to be areas which facilitated their learning and exam success, whereas for the males, of importance was an environment conducive to participation by all. Further, gender differences were demonstrated in interpretation of over 50% of items, with highly significant differences between males and females ( p 0.001), in just under 25% of items.

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