Table 6 Facilitator perceptions of their ability to undertake certain tasks during the small group tutorials(1 = ineffective 2 = weak 3 = satisfactory 4 = good 5 = excellent; P = 0.05).
| Â | Level of experience | Â | ||
|---|---|---|---|---|
Facilitator ability to | No facilitation (n= 8) | Facilitated once (n= 8) | Facilitated > 1 (n= 17) | All facilitators (n= 33) |
Ask probing questions to get students to think about issues relating to the case | 4.4 ± 0.26 | 3.8 ± 0.31 | 4.1 ± 0. 13 | 4.1 ± 0.12 |
Encourage students to clarify their ideas | 4.3 ± 0.16 a | 3.8 ± 0.16 b | 4.0 ± 0.2 ab | 4.0 ± 0.09 |
Encourage students to examine new ideas | 4.4 ± 0.18 a | 3.6 ± 0.26 b | 3.9 ± 0.12 c | 3.9 ± 0.11 |
Point out inconsistencies in their explanations | 3.5 ± 0.50 | 3.5 ± 0.33 | 3.7 ± 0.19 | 3.6 ± 0.17 |
Get students to effectively brainstorm hypotheses | 4.6 ± 0.18 a | 3.9 ± 0.13 b | 4.0 ± 0.19 bc | 4.1 ± 0.12 |
Encourage students to utilise their prior experience to the benefit of the group | 4.6 ± 0.18 a | 3.3 ± 0.16 b | 4.2 ± 0.14 ac | 4.1 ± 0.13 |
Encourage all group members to contribute | 4.6 ± 0.18 | 4.0 ± 0.33 | 4.1 ± 0.20 | 4.2 ± 0.14 |
Support each member of the group | 4.5 ± 0.19 | 3.9 ± 0.35 | 3.9 ± 0.23 | 4.1 ± 0.16 |
Ensure that everyone has a chance to contribute | 4.8 ± 0.16 a | 3.9 ± 0.30 b | 4.2 ± 0.15 bc | 4.2 ± 0.12 |
Encourage students to extend themselves beyond the learning objectives (i.e. instill in them that knowledge is not finite or can change) | 4.6 ± 0.18 a | 3.8 ± 0.25 b | 4.0 ± 0.21 ab | 4.1 ± 0.14 |
Test for agreement between group members | 3.6 ± 0.32 | 3.5 ± 0.27 | 3.9 ± 0.17 | 3.7 ± 0.13 |
Encourage students to read widely | 4.6 ± 0.18 a | 3.6 ± 0.26 b | 3.8 ± 0.16 bc | 3.9 ± 0.13 |
Summarise the progress of the group | 4.0 ± 0.38 | 3.6 ± 0.26 | 3.8 ± 0.18 | 3.8 ± 0.14 |