AI Article Synopsis
- The study aimed to create and validate a questionnaire focused on tutor and group facilitation activities in Problem-Based Learning (PBL) following a teaching quality model.
- The questionnaire includes 19 items across six factors to evaluate collaborative learning among 419 undergraduate medical students in 152 online PBL groups.
- Results confirmed the questionnaire's effectiveness in assessing facilitation activities and their positive correlation with learning outcomes and group satisfaction.
Article Abstract
Background: The study objective was to develop and validate a questionnaire to capture facilitation activities in PBL by the tutor and the group with reference to a theoretical model of teaching quality.
Methods: We developed 19 items assigned to six factors to evaluate collaborative learning processes in relation to facilitation by the tutor and the student PBL group. We analysed construct and criterion validity in 419 undergraduate medical students in 152 online PBL groups.
Results: Construct validity was confirmed based on factor dimensionality in line with the theoretical assumptions as well as satisfactory internal reliabilities and intraclass correlation coefficients. Criterion validity was supported by the correlation of a) tutor facilitation activities with the success of group self-facilitation and b) facilitation activities with learning gain and satisfaction in the PBL sessions.
Discussion: The questionnaire provides a more comprehensive understanding of collaborative learning processes in PBL and the interplay between facilitation activities by the tutor and the group.
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| http://dx.doi.org/10.1080/0142159X.2023.2271156 | DOI Listing |
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