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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EVALUATING COURSE DESIGN

The main goal of the group dynamics course was to produce students who could function effectively as members of interprofessional teams. Evaluation of the course design was targeted to measure the performance outcomes, or those implicit, intangible skills needed to be effective in a group with the transferability of those skills into clinical practice. Was the course design effective in preparing students to act with confidence using skills and strategies to intervene and facilitate group process? And were those skills carried into the fieId work experience?

MEASURE OF EVALUATION OF COURSE DESIGN

To evaluate the effectiveness of the course design in meeting performance outcomes carried into clinical performance, two focus groups of four students each were conducted in April 2002. Each group of students represented a different point in time in the curriculum. The first group had completed the course the prior semester (time 1) and the second group had completed the course the prior year and had completed their six months of clinical fieldwork the prior semester (time 2). The sample was purposive in that all students with experience with the new course design were solicited. All students who voluntarily responded were included in the focus groups based on their availability at the time.

The stimulus for the focus groups included the openended question, "Through your participation in the course 'Models of Group Dynamics,' what knowledge and skills did you develop in group process?"

METHOD OF ANALYSIS

The audiotaped focus groups were transcribed using an abridged method, where transcriptions included all material pertinent to the topic.31 The text was read and reread until themes emerged. The text was then coded to note the presence of words and phrases that supported the themes in three areas. A negative analysis was conducted that looked at portions of the text that appeared outside of the three areas being examined to determine if learning occurred beyond what was intended and anticipated.

THEMES

The qualitative data from two focus groups revealed three themes that emerged from the transcribed text. The analysis revealed that the students, through participation in the "Models of Group Dynamics" course, exhibited an increased ability in understanding style, empowering self, and providing and receiving feedback.

Furthermore, contrasting the text from time 1 (shortly after the course) to time 2 (after fieldwork) indicated that the fieldwork experience contributed to a more advanced level of maturity in all areas of group work.

Understanding Style

The students reported a greater understanding of themselves, their communication style, and the effect these had on the group. Understanding differences appeared to instill a greater sense of confidence in interpersonal communication. Students demonstrated a propensity to apply the content of the course to their personal lives without making a conscious effort to do so. It was impressive that the language of small-group dynamics was incorporated readily into their daily conversation. The students talked frankly about tolerance of different interaction styles, group norms, stages of group process, and consciously allowing movement in the group.