Table 5 Facilitators' responses with respect to their perceptions of the roles of a facilitator.
| Â | Level of experience | Â | ||
|---|---|---|---|---|
Roles of a facilitator 1 = strongly disagree 2 = disagree 3 = not sure 4 = agree 5 = strongly agree | No facilitation (n= 8) | Facilitated once (n= 8) | Facilitated > 1 (n= 17) | All facilitators (n= 33) |
Ensuring the small group process runs smoothly | 4.8 ± 0.16 | 4.4 ± 0.18 | 4.0 ± 0.30 | 4.3 ± 0. 17 |
Ensuring that all students participate equally in the group | 4.3 ± 0.31 | 4.4 ± 0.18 | 4.1 ± 0.27 | 4.2 ± 0.16 |
Assessing individual students in the group | 4.5 ± 0.19 | 4.3 ± 0.16 | 4.1 ± 0.23 | 4.2 ± 0.14 |
Communicating messages from curriculum organisers to students at each session | 4.1 ± 0.30 | 3.9 ± 0.35 | 3.5 ± 0.37 | 3.7 ± 0.22 |
Through probing questions, ensuring that the group achieves their learning goals | 4.5 ± 0.19 | 3.9 ± 0. 23 | 3.9 ± 0.26 | 4.1 ± 0.16 |
Not tutoring, i.e. not providing expert knowledge related to the case | 4.4 ± 0.26 | 3.9 ± 0. 30 | 4.2 ± 0. 25 | 4.2 ± 0.16 |
Do you think that a facilitator should treat learners in small group sessions as colleagues despite them being neophytes? | 4.0 ± 0.42 | 3.1 ± 0.48 | 3.7 ± 0.28 | 3.6 ± 0.21 |
Do you think that a facilitator should become a mentor (e.g. in whom students can confide) for learners in his/her group? | 3.6 ± 0.32 | 3.3 ± 0.45 | 3.4 ± 0.24 | 3.4 ± 0.18 |
Do you think that a facilitator should serve as a role model (i.e. professional behaviour; ethical, etc.) for learners in his/her group? | 4.3 ± 0.16 ab | 3.4 ± 0.46 a | 4.3 ± 0.21 b | 4.1 ± 0.17 |
Did you/will you find it difficult not to share your expertise with students during sessions? | 3.3 ± 0.45 | 3.4 ± 0.53 | 2.4 ± 0.31 | 2.9 ± 0.24 |