34 Chapter 2 Table 2.1. Q-set statements and factor arrays (i.e., how a prototypical student in a factor would rank order the statements). Factor array No. Statement 1 2 3 4 1 I wish for a tutor who is an inspiring example (role model) -1 -2 -4 -3 2 The tutor should bring in and discuss their personal experiences 0 0 -2 -2 3 If a topic is interesting, I do not mind when study group meetings run late +1 0 -2 +1 4 I would like to get to know the tutor personally -2 -2 -3 -4 5 Study groups should contribute to the development of friendships -2 -1 0 +1 6 The tutor should respond quickly to students’ emails -1 0 0 0 7 The tutor should ensure that we understand the clinical aspects of study assignments in particular 0 +2 -1 -2 8 The tutor should assess the quality of my assignments -3 +1 -3 -2 9 I find it frustrating having to collaborate with other students -5 -5 -5 -4 10 I prefer collaborating with students whose viewpoints differ from mine -1 -3 -1 0 11 The tutor should be available for students’ study-related problems +1 +4 +2 0 12 The tutor should be available for students’ personal problems 0 +4 +3 -3 13 If there are problems in my study group, we should solve them on our own +2 0 +3 0 14 I prefer to not have any difficult study assignments -5 -2 -3 -5 15 I prefer collaborating with as many different students as possible -1 -1 0 +1 16 The tutor should give me useful feedback +3 +3 +4 +3 17 The tutor should give me compliments regularly -3 -3 -3 -4 18 I like to receive a lot of feedback from the students in my study group 0 0 +1 +2 19 Feeling heard during study group meetings is important to me +3 +1 +2 +2 20 Study group meetings should be well-structured 0 +1 +1 0 21 The tutor should show an interest in how I am doing and how the study group is doing +1 +1 +2 0 22 The tutor should be able to explain clearly +1 +2 0 +2 23 All students should be well-prepared for the study group meetings 0 -2 -1 -1 24 I think it is important to evaluate our group process 0 -1 0 0
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