Group learning factors in a problem-based course in oral radiology

OBJECTIVES: To assess the development of group dynamics in students who participated in a problem-based learning (PBL) course in oral radiology and to evaluate the influence of the facilitators' experience. METHODS: At the beginning and end of the course, students in three consecutive years (1997, 1998 and 1999) responded to a group learning factor questionnaire designed to measure group dynamics (engagement, interpersonal relationships, lack of commitment and disruptive behaviour, interpersonal learning and self-presentation). The answers were analysed with paired t-test and the effects of the facilitator's seniority, expertise in oral radiology, experience of PBL and single or rotating facilitators assessed. RESULTS: Most groups in the three years reported above average group dynamic scores. There were significant changes in group dynamics. In the 1997 class, interpersonal relationships improved (P=0.014). In the 1998 class, interpersonal learning (P=0.021) and engagement (P=0.009) increased significantly, while disruptive behaviour decreased (P=0.031). In the 1999 class, lack of commitment and disruptive behaviour decreased (P=0.014). Groups led by a junior faculty member with no previous experience of PBL show less commitment and more disruptive behaviour. CONCLUSIONS: More commitment and less disruptive behaviour and improved engagement, interpersonal relationships and self-presentation were found in a PBL course in oral radiology. Facilitators should have prior exposure to PBL to avoid disruptive behaviour among the students.