Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/76025
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Type: Book chapter
Title: Gettting on with each other: PBL group dynamics and function
Author: Skinner, V.
Braunack-Mayer, A.
Winning, T.
Citation: Problem-Based Learning in Clinical Education: The Next Generation, 2012 / Bridges, S., McGrath, C., Whitehill, T. (ed./s), pp.189-205
Publisher: Springer
Publisher Place: United States
Issue Date: 2012
Series/Report no.: Innovation and Change in Professional Education; 8
ISBN: 9789400725140
Statement of
Responsibility: 
Vicki Skinner, Annette Braunack-Mayer and Tracey Winning
Abstract: Problem-based learning (PBL) group dynamics are important because they underpin the collaborative learning and teamwork that prepares students for clinical practice. The constructivist and collaborative theoretical foundations of PBL provide criteria for effective group dynamics. However, research has demonstrated that PBL group dynamics are often inconsistent with the theoretical ideal of a professional learning team. This chapter reports on an ethnographic study of PBL group dynamics in two dental schools, in Australia and Ireland. The results show the PBL group was predominantly a social unit that subsequently became a work unit. Students operated with understandings of group dynamics that were inconsistent with the theoretical principles of PBL. The authors conclude that students need explicit support to develop professional working relationships and teams.
RMID: 0020122788
DOI: 10.1007/978-94-007-2515-7_12
Appears in Collections:Dentistry publications

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