PERCEPTIONS OF GROUP-DYNAMICS IN PROBLEM-BASED LEARNING SESSIONS - A TIME TO REFLECT ON GROUP ISSUES

Problem-based learning (PBL) educational settings are design studios f ar reflection an group dynamics perceptions. Most PBL studies report a spects related to cognitive skills and very little attention has been given to the development of group-related skills. This study reports o n students' and faculty perceptions of group dynamics. A questionnaire was used to collect data from students following completion of each o f four PBL themes. Data fr om tutors was collected wing a more open-en ded format. Feedback and discussions past-PBL themes offered reflectiv e opportunities for groups. Differences were noted in what students an d tutors perceived as important, demonstrating a faculty-student gap. The female students stated important aspects to be areas which facilit ated their learning and exam success, whereas for the males, of import ance was an environment conducive to participation by all. Further, ge nder differences were demonstrated in interpretation of over 50% of it ems, with highly significant differences between males and females (p < 0. 001), in just under 25% of items.