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Table 3 Questionnaire

From: Evaluating differently tutored groups in problem-based learning in a German dental curriculum: a mixed methods study

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).