Perceptions regarding the quality of group interactions during brainstorming session of problem based learning (PBL) at Melaka Manipal Medical College (Manipal Campus), India

Objective: In PBL, interaction in tutorial group plays a role in stimulating
student learning. However, quality of group interactions need not be always
in a desired level which will later affect group success. Hence the aim of
this study was to ascertain the quality of group interactions during PBL
sessions. Method: In this prospective, observational study, to obtain the
perceptions of students and faculty (n = 32), a preformed questionnaire was
used. Students from 1st (n = 129) and 2nd year (n = 106) of Bachelors of
Medicine and Bachelors of Surgery (MBBS) program and faculty were
asked to respond in the questionnaire during a PBL brain-storming session.
To explore reasons for adequate and inadequate interactions, focus group (n
= 10) discussions were conducted. Results: There was no difference in
perceptions regarding interactions between 1st year and 2nd year students.
But there was significant difference between students and faculty
perceptions regarding posing critical questions (p = 0.002), counter
argument (p = 0.001) and handling conflicts. Factors that drove interactions
were the prior knowledge, assessment and motivation and the hindering
factor was case scenarios which were not designed based on students’ prior
knowledge. Conclusion: Faculty expectations regarding PBL group
interaction is different from the students’ understanding of PBL interaction.
This study helps us to bridge the gap between the faculty expectations and
students’ performance by orienting them regarding an ideal PBL interaction.