Group learning factors in a problem-based course in oral radiology

Objectives: To assess the development of group dynamics in students who par ticipated in a problem-based learning (PBL) course in oral radiology and to evaluate the influence of the facilitators' experience. Methods: At the beginning and end of the course, students in three consecut ive years (1997, 1998 and 1999) responded to a group learning factor questi onnaire designed to measure group dynamics (engagement, interpersonal relat ionships, lack of commitment and disruptive behaviour. interpersonal learni ng and self-presentation), The answers were analysed with paired I-test and the effects of the facilitator's seniority, expertise in oral radiology, e xperience of PBL and single or rotating facilitators assessed. Results: Most groups in the three years reported above average group dynami c scores. There were significant changes in group dynamics. In the 1997 cla ss, interpersonal relationships improved (P = 0.014). In the 1998 class, in terpersonal learning (P = 0.021) and engagement (P = 0.009) increased signi ficantly, while disruptive behaviour decreased (P = 0.031). In the 1999 cla ss, lack of commitment and disruptive behaviour decreased (P = 0.014). Grou ps led by a junior faculty member with no previous experience of PBL show l ess commitment and more disruptive behaviour. Conclusions: More commitment and less disruptive behaviour and improved eng agement, interpersonal relationships and self-presentation were found in a PBL course in oral radiology. students.