Gender-related group dynamics in problem-based learning : a retrospective study

Linking theory to practice in an undergraduate veterinary curriculum: students' perspectives

Facilitated clinical relevance (FCR) at the University of Nottingham School of Veterinary Medicine and Science is a small-group educational model that promotes student-centered learning. The objectives of this study were: (1) to examine students' opinions of FCR as a learning approach compared with other teaching methods; and (2) to establish if gender, year of study, or prior exposure to FCR were predictors of attitude. Questionnaires were distributed to undergraduate veterinary students (N = 185) in the first and second year of study. Students' opinions were assessed by noting their degree of agreement with seven statements using a seven-point Likert-type scale. A total of 162 students (87.6%) completed the survey instrument. The findings indicate that FCR is highly valued among the students. The majority of students regarded FCR as directly relevant for clinical preparation because it helps them to integrate pre-clinical and clinical knowledge and skills in veterinary medicine. However, commonly identified challenges were peer dominance, less cooperative facilitators, and coping with the ambiguity of knowledge and reasoning. No significant differences were detected in attitude between students in the tested variables (p > 0.05). However, being in the first year of study, being male, and having prior exposure to FCR was found to predict a negative attitude (p < 0.006). To increase students' satisfaction, effective strategies must be designed and implemented to provide support for struggling individuals.

Initial experiences of interprofessional problem-based learning: a comparison of male and female students' views

Few studies have considered the contribution of problem-based learning (PBL) to interprofessional education, and even fewer have examined whether women and men evaluate PBL differently. This paper examines first year occupational therapy and physiotherapy students' evaluations of their initial participation in PBL, during an interprofessional module focusing on communication skills and patient-focused approaches to care. Questionnaire data included attitude ratings and qualitative evaluations of PBL. A total of 133 females and 24 males responded (comprising 83% of the total cohort). Most students were positive that PBL contributed to both personal learning and team-working skills. Both female and male students felt able to express their opinions within the seminar groups and were positive that their understanding of therapists' roles within the multidisciplinary team had increased. However, women expressed rather more trust in the information provided by other students, confirmed greater enjoyment in taking responsibility for their own learning and had more positive views about working with students from another course. In their qualitative comments, more women made reference to enjoying the social aspects of PBL (such as group work, support and collaboration). The gender differences were not substantial but those that were observed support previous researchers' arguments that women are more inclined to be 'connected learners' who value the social aspects of learning contexts. The findings overall suggested that PBL made a positive, well-received contribution to learning during an interprofessional module.