Incorporating Problem-Based Learning and Video Technology in Teaching Group Process in an Occupational Therapy Curriculum

Journal of Allied Health,  Summer 2005  by Schaber, Patricia L

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Compared with concurrence-seeking, debate, and individ' ualistic efforts, controversy results in greater mastery and retention of the subject matter, higher quality problem solving, greater creativity in thinking, greater motivation to learn more about the topic, more productive exchange of expertise among group members, greater task involvement, more positive relationships among group members, more accurate perspective taking, and higher self-esteem. In addition, students enjoy it more.

This paradigm provided a framework for the course design revision of "Models of Group Dynamics." Many of the elements of active classroom learning were stimulated in the PBL sessions that served as the impetus to generate controversy, spark creativity, and improve task involvement.

PBL

PBL is where the problem, or case, is central, the learning is student initiated, and the desired outcome moves toward development of a treatment approach.16-18 It challenges students to integrate vertically the basic science information with clinical practice. The group identifies the facts based on existing knowledge from the case, generates hypotheses, and formulates questions that fall into two categories: unanswered questions (those with unknown information about the case) and learning issues (those the student can investigate and bring new information about the case). As students wrestle with the case, more information is added and the process repeats itself until the students are satisfied with the treatment plan (see Figure 1). A faculty facilitator guides the PBL sessions initially and gradually withdraws from the leadership role as the students gain confidence in guiding their own process. Student interaction and controversy are stimulated by the student-generated structuring of the PBL session. Students, in a safe and guided learning environment, can try on new behavioral strategies and experience the outcomes, whether they hinder or enhance group process.

PBL has been successfully used in health care curriculums for the purpose of applying course content to real patient cases in preparation for clinical practice.19,20 It is designed to use patient cues as the starting point of intervention, develop clinical reasoning processes, and promote self-directed learning. While PBL has been touted as an effective method that has the potential to develop group process skills, it has not been selected as an instructional methodology specifically for the purpose of training students in analysis and facilitation of group dynamics.

Group process skill training is traditionally taught incorporating small-group communication topics with in-class experiential exercises. For instance, students learn about problem-solving strategies and then participate in an exercise in problem solving such as the "stranded in the desert situation."21 Before revising the course, students reported that the applied exercises seem contrived and the content common sense. Students mentioned that they relied more on their past experience in groups or "what felt comfortable" rather than applying new behaviors to alter group process. They reported that when they were assigned to facilitate an in-class activity, they were at a loss in structuring the group process, initiating the interaction, and formulating effective feedback. The new design aimed specifically at developing these skills.