Dimension | Item no. | Item |
---|---|---|
Group interaction | ||
1 | Students posed adequate questions to each other to understand the learning content (e.g., questions on meaning of concepts, differences, reasons, and concrete examples) | |
2 | Group member statements were checked by asking each other critical questions. | |
3 | A group member who was formulating an explanation concerning the problem asked in between whether his/her explanation was right. | |
4 | One explanation did not suffice for the group members; alternative explanations were also given. | |
5 | Group members elaborated on each other’s arguments. | |
6 | When someone argued something, then that statement was challenged. | |
7 | Explanations of group members were amended with explanations of other group members. | |
8 | Students drew conclusions from the information that was discussed in the group. | |
9 | In the group, some contradictory beliefs on information concerning the learning content were present. | |
10 | One or more group members was/were contradicted by the others. | |
11 | When someone contradicted a group member, that person stated a counter-argument. | |
Effectiveness of tutors | The tutor encouraged us… | |
12 | … to summarize in our own words what we had learnt. | |
13 | … to search for links between issues discussed in the tutorial group. | |
14 | … to understand underlying mechanisms/theories. | |
15 | … to generate clear learning objectives on our own. | |
16 | … to search for various resources on our own. | |
17 | … to apply knowledge to the discussed problem. | |
18 | … to apply knowledge to other situations/problems. | |
19 | … to give constructive feedback on our group work. | |
20 | … to regularly evaluate group cooperation. | |
21 | The tutor had a clear view about his/her strengths and weakness as a tutor. | |
22 | The tutor was clearly motivated to fulfil his/her role as a tutor. | |
23 | Give a grade (1–10) for the overall performance of the tutor (6 being sufficient, 10 being excellent). | |
General comments on PBL | ||
24 | PBL suits my style of working. | |
25 | There was a pleasant working atmosphere in our small group. | |
26 | Overall, I am satisfied with the way our group handled comments and ideas. | |
27 | I was able to discuss issues that were important to me with the group members. | |
28 | I dealt with relevant topics during PBL sessions. | |
29 | I had the impression that I could practice “clinical thinking“when dealing with the cases. | |
30 | Summarizing my findings from the self-study session (in PBL step 7) provided useful information on my learning progress. | |
31 | The presented cases encouraged me to engage in self-study. | |
32 | The learning objectives of the group encouraged me to engage in self-study. | |
33 | I enjoyed the PBL sessions. | |
34 | I find it useful that students assume responsibility for the moderation. | |
35 | I welcomed the opportunity to moderate cases myself. | |
36 | Moderation by the other students stimulated my own contribution. | |
37 | The PBL tutor supported me in the role of moderator. | |
38 | Discussion of cases was a useful addition to the endodontics lectures. | |
39 | I consider the work with clinical cases in PBL sessions a useful part of my dental training. | |
40 | The range of discussed cases broadened my knowledge of endodontics. | |
41 | Case presentations by others were helpful to me. It was easy for me to participate in the discussion because… | |
42 | …I could readily picture the patients being discussed. | |
43 | …I had seen similar patients in the 9th semester when assisting in courses. I felt supported by my tutor with respect to my needs, expectations, views, etc.… | |
44 | …as a group member. | |
45 | …as moderator. | |
46 | …when I presented a case. The PBL tutor… | |
47 | …makes sure that the group defines problem issues. | |
48 | …activates my previous knowledge. | |
49 | …encourages me to contribute. | |
50 | …responds to contributions by team members. | |
51 | …assists me in putting things into context. | |
52 | …makes sure that the group formulates clear learning objectives. | |
53 | …makes sure that the learning objectives are discussed. | |
54 | …prevents digression from the topic. | |
55 | …assists me in visualizing results. The PBL tutor… | |
56 | …encourages group work. | |
57 | …describes well the way we work together. | |
58 | …helps the group to solve conflicts. | |
59 | I feel that the tutor was too strict (scores 1–2), just right (scores 3–5), or too lenient (scores 6–7). | |
60 | I feel that the PBL tutor has talked too much (scores 1–2), has talked exactly as much as needed (scores 3–5), or has not talked enough (scores 6–7). |