PBL Pearl Vol 2 (#6): The First Group Session

Keeping in mind that PBL is as much about the process as the content, this week's topic is about starting the group. In my group session days we would call this "building the container" -- a metaphor for the vessel you will use to move with the group. I am interested in everyone's feedback so please wade in . . .

The First Group Session

Be sure you have the necessary information: Bring your manual to the session, the names of the students in your group and something to keep notes on.

Seating arrangements: Be sure that conversation can flow easily, and be sure that everyone can establish eye contact with everyone else in the group.

Tutor introductions: Tutors will introduce themselves by telling the group something about their field and personal interests. Tutors may want to identify how they wish to be addressed (e.g., "Please call me Barry in these group sessions and Dr. Smith in the clinical setting").

Student introductions: Students will be asked to introduce themselves to the group. Ask the students to tell about themselves, their interests, and background etc.

Review the objectives of PBL and the evaluation process: Briefly go over the process and the objectives of PBL and review the evaluation process. It may help to discuss your understanding of the objectives expectations and ask the students what their understanding and expectations are. It is especially useful if the members of the group discuss their own experience in previous PBL groups - what worked, what didn't. This should lead to a consensus as to how to proceed in the current sessions. It also serves to prevent some problems before they arise.

Starting the case: After the introductions and discussions are completed, the tutor should identify the case to be discussed and the process begins with the students reading it out loud. Based on their current level of knowledge the students then discuss the key information presented, formulate hypotheses as to the nature of the
problem, discuss what information may be needed to test their hypotheses, and, finally, generate a list of learning issues. Your task is to facilitate not lead this process.

Adapted from a document from the Fiji School of Medicine.

Dr. Maynard Luterman