Development and validation of a questionnaire on problem-based learning to evaluate facilitation by the tutor and the student group

Abstract

Background

The study objective was to develop and validate a questionnaire to capture facilitation activities in PBL by the tutor and the group with reference to a theoretical model of teaching quality.

Methods

We developed 19 items assigned to six factors to evaluate collaborative learning processes in relation to facilitation by the tutor and the student PBL group. We analysed construct and criterion validity in 419 undergraduate medical students in 152 online PBL groups.

Results

Construct validity was confirmed based on factor dimensionality in line with the theoretical assumptions as well as satisfactory internal reliabilities and intraclass correlation coefficients. Criterion validity was supported by the correlation of a) tutor facilitation activities with the success of group self-facilitation and b) facilitation activities with learning gain and satisfaction in the PBL sessions.

Discussion

The questionnaire provides a more comprehensive understanding of collaborative learning processes in PBL and the interplay between facilitation activities by the tutor and the group.

Keywords:

• Problem-based learning
• collaborative learning
• higher education
• teaching quality
• facilitation
• evaluation

Acknowledgements

We thank all students for their participation in the survey.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Author contributions

AB, IB, RW, FT and HP were responsible for the development and the theoretical conception of the study. AB, IB, IW, RW, FT and HP were responsible for the design of this study and participated in the item development process. IW, MK, and HP carried out the study. IB and AB were responsible for the data analysis. IB, AB, IW, IT and HP drafted the manuscript. All authors contributed to the revisions of the manuscript and approved its final version. AB and IB contributed equally and share first authorship.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Anabel Bach

Anabel Bach, Dr. phil., is a psychologist and senior researcher at the Department of School Pedagogy and School Improvement Research at Freie Universität Berlin, Germany.

Irmela Blüthmann

Irmela Blüthmann, Dr. phil., is a psychologist and senior researcher at the Arbeitsstelle Lehr- und Studienqualität at Freie Universität Berlin, Germany.

Ines Wulff

Ines Wulff, Dr. rer. cur., RN, is senior researcher on the special teaching formats team, Charité - Universitätsmedizin Berlin, Germany.

Ina Thierfelder

Ina Thierfelder, Dr. rer. medic, is an educational researcher at Dieter Scheffner Center for Medical Education, Charité – Universitätsmedizin Berlin, Germany.

Martin Krebber

Martin Krebber is a psychologist and researcher on the team quality assurance in education team, Charité – Universitätsmedizin Berlin, Germany.

Rainer Watermann

Rainer Watermann is a professor of Empirical Research in Education and Director of the Arbeitsstelle Lehr- und Studienqualität at Freie Universität Berlin, Germany.

Felicitas Thiel

Felicitas Thiel is a professor of School Pedagogy and School Improvement Research at Freie Universität Berlin, Germany.

Harm Peters

Harm Peters, MD, MHPE, is a professor of Medical Education and Director of the Dieter Scheffner Center for Medical Education, Charité – Universitätsmedizin Berlin, Germany.