Table 2 Overview of survey results
Tutor reflective practice | |||
 Encouraged group to reflect on group dynamics | Every session | 8% | |
Weekly basis | 29% | ||
Fortnightly | 34% | ||
Once per module | 24% | ||
Missing Data | 5% | ||
 Self-reflection on own performance | After every session | 39% | |
On a weekly basis | 42% | ||
Fortnightly | 4% | ||
Once per module | 2% | ||
Missing Data | 3% | ||
Group dynamics | |||
 Input to maintain good group dynamics | ‘Quite a bit’ | 27% | |
‘Some’ | 48% | ||
‘A little bit’ | 17% | ||
‘Almost none’ | 3% | ||
Missing Data | 5% | ||
 Group worked well together | ‘Extremely satisfied’ | 39% | |
‘Quite Satisfied’ | 47% | ||
‘Moderately Satisfied’ | 7% | ||
‘Slightly Satisfied’ | 2% | ||
Missing Data | 5% | ||
 Students came to tutor with concerns | ‘Never’ | 61% | |
‘Very Often’ | 2% | ||
‘Often’ | 2% | ||
‘Sometimes’ | 5% | ||
‘Once in a while’ | 25% | ||
Missing Data | 5% | ||
 Experienced difficulties in PBL sessions | Yes | 20% | |
No | 75% | ||
Missing Data | 5% | ||
Relevance to clinical practice | |||
 Module relevance for newly qualified doctors | ‘Very relevant’ | 68% | |
‘Quite relevant’ | 24% | ||
‘Moderately relevant’ | 5% | ||
Missing Data | 3% | ||
 Cases reflective of up to date clinical practice | ‘Very reflective’ | 29% | |
‘Quite reflective’ | 61% | ||
‘Moderately reflective’ | 7% | ||
Missing Data | 3% | ||
 PBL experience influenced tutor as a clinician | Yes | 75% | |
No | 22% | ||
Missing Data | 3% | ||
 Experience facilitating modules | ‘Very positive’ | 37% | |
‘Positive’ | 56% | ||
‘Neither positive or negative’ | 4% | ||
Missing Data | 3% | ||
Year-specific facilitation | |||
| Â | Y1 Tutors | Y2 Tutors | |
 Cases generating discussion | ‘A great deal’ | 42% | 42% |
‘Quite a bit’ | 42% | 52% | |
‘Some’ | 12% | 3% | |
Missing Data | 4% | 3% | |
 Module relevance for newly qualified doctors | ‘Very relevant’ | 42% | 88% |
‘Quite relevant’ | 46% | 6% | |
‘Moderately relevant’ | 8% | 3% | |
Missing Data | 4% | 3% | |