Abstract
Background: Problem-based learning (PBL) has evolved as a prominent educational approach in medical and pharmaceutical education, shifting from traditional knowledge-intensive methods to a learner-centered model. It emphasizes the development of problem-solving skills and self-learning abilities. However, despite the effectiveness of PBL, challenges such as free riding in group settings have been identified, impacting group dynamics and overall learning outcomes. Therefore, this study aimed to determine the influence of grouping methods on student behavior and how it influences the presence of free riders and active learners within the educational setting. It also aimed to elucidate the distinctive characteristics and attributes that differentiate free riders from active learners, thus providing a comprehensive understanding of the dynamics in pharmaceutical education.
Methods:
The study involved 255 second-year students from Kobe Gakuin University, randomly assigned to three groups: motivation (formed on career aspirations), grade point average (GPA; academic performance), and randomized groups. Students engaged in PBL activities, including case presentations, problem definition, brainstorming, formulation of learning objectives, self-study, and synthesis of new information. After PBL class, students answered questionnaires. Data collection included demographic information, self and peer evaluations, and qualitative comments. Students were categorized as "free riders," "active learners," or "general learners" based on their peer evaluation scores.
Results: Teams formed based on GPA were more prone to free riding behavior, while motivation-based teams exhibited a higher level of active participation. Additionally, active learners generally had higher GPAs and positive self-evaluations compared to free riders.
Conclusion: Motivation-based teams could effectively enhance active learning and reduce the incidence of free riders in PBL settings. In contrast, grouping students solely based on GPA may promote passive learning behaviors. These findings suggest that instructors should consider students’ interests when forming teams for PBL in pharmaceutical education. Such an approach could foster a more engaging and productive learning environment, potentially improving educational outcomes.