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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Method of Instruction

"Models of Group Dynamics," a two-credit course, met four hours per week for a 15-week semester. It was redesigned with the infusion of PBL sessions, observed and analyzed in real time using a closed-circuit video system (see the Appendix for course content and schedule). This "laboratory" experience gave the students the opportunity to apply approaches in altering group process in a mentored environment. It required the students to formulate and provide feedback on group behaviors.

A key assumption of the course design was that understanding small-group theory preceded application, analysis, and evaluation.22 With this in mind, the course was divided into two portions. The first eight weeks was the didactic portion, where the topics were presented using a lecture/task format with the goal of mastering content such as group stage theory, leadership, power, decision making, and so on. The second seven weeks, the laboratory portion, consisted of rotating groups of five to seven students through a PBL group and an observation group. The PBL group met for three sessions that were two hours per session. The observation group viewed the PBL group on a closed-circuit monitor in an adjacent room. All students participated in one PBL case (six hours total) and one observation group (six hours total) that were facilitated by course instructors. The PBL sessions were videotaped for review as a final evaluation so students could revisit the feedback from the observation group and analyze their role and behavior more objectively.

A second assumption of the course design was that self-analysis preceded and enhanced analysis of the group.23 The self-analysis experience included completing the personal assessment inventories Myers-Briggs Type Indicator24 and Gregorc Style Delineator.25 These are standardized tools that informed students of their own preferred approach in gathering and processing information (Myers-Briggs Type Indicator scales: extrovert-introvert, sensing-intuitive, feeling-thinking, perceiving-judging; Gregorc scales: concrete-abstract, random-sequential). Beyond identifying their own preferences, they gained an understanding of others' styles and how to effectively communicate with someone who thinks differently. The Myers-Briggs Type Indicator required certification for administration and interpretation, which was provided by campus student counseling services. A third assessment used was the Strength Deployment Inventory,26 a group assessment tool that focused on what motivated members of a group when all was going well (caring, authority, control) and how members changed behavior in response to conflict (empathetic, assertive, cautious).

For the student, the self-analysis experience can be growth promoting yet personally threatening. Understanding one's own personal style in group interaction involves exposing the "blind area" or those behaviors that are unknown to oneself.27 Reflecting on those interactions that contribute to group effectiveness also brings into awareness those interactions that are barriers to group cohesion. Students became aware of how their own style of interaction impeded or stimulated effective group process and could try on new strategies for interaction.