Korean J Med Educ. 2010; 22(2): 131-139.
Published online 2010 June 30.
Analysis of Verbal Interactions in Problem-based Learning
1The Brain Korea 21 Project, Center for Biomedical Resources, Chonnam National University, Gwangju, Korea.
2Department of Medical Education, Chonnam National University Medical School, Gwangju, Korea.
3Department of Pediatrics, Chonnam National University Medical School, Gwangju, Korea.
Received 2010 March 22; Accepted 2010 May 10.
ABSTRACT
PURPOSE: Problem-based learning (PBL) is a constructive learning environment that solves ill-structured problems through collaborative learning. The purpose of this study was to analyze the interaction of students and a tutor in a small-group PBL discussion. This study examined how the types of interactions are composed over the meeting.
METHODS: Fourteen third-year subjects from Chonnam National University Medical School, Korea formed two tutorial groups.
Two tutorial sessions were videotaped and analyzed. All videotapes were transcribed to analyze the interaction type.
The criteria of interaction analysis were learning-oriented interaction (exploratory questioning, cumulative reasoning, handling conflicts about the knowledge), procedural interactions, and irrelevant task interactions.
RESULTS: Nearly all discourses between tutors and students were learning-oriented interactions. The results showed that students spent more time on cumulative reasoning. In contrast, tutors implemented more exploratory questioning.
Little time was spent on handling conflicts about knowledge and procedural and irrelevant/off-task interactions.
CONCLUSION: To improve critical thinking and problem-solving competence in PBL, we should consider various efforts to encourage discussion about conflicting knowledge. A PBL tutor training program should be provided to facilitate PBL group discussions.
Keywords :
Problem-based learning;Verbal interaction analysis
