37 Appreciating small-group active learning Table 2.2. Q-sorts defining the four factors. Factor Loading Q-sorts Number of Q-sorts Eigen values % explained variance 1 1, 4, 5, 6, 15, 16, 17, 25, 41, 42, 46, 47, 48, 51, 52 15 21.27 16 2 2, 19, 21, 24, 27, 33, 39, 50 8 2.64 11 3 7, 11, 13, 22, 30, 31, 34, 35, 40, 49 10 1.76 13 4 3, 8, 9, 10, 12, 14, 20, 23, 26, 28, 32, 36, 43, 45 14 1.50 13 Table 2.3. Summary of the four profiles. Profile 1 Understandingoriented Profile 2 Assessmentoriented Profile 3 Group-oriented Profile 4 Practiceoriented Role of students Develop a deep understanding of all aspects of medicine Learn what has to be learned for the assessments Contribute to good atmosphere in study group, and engage with peers on content Prepare for future career in clinical practice Role of study group Opportunity to learn from other students’ perspectives Ask questions and improve understanding of the content Social network (friends), and social support system Learn collaboration skills needed as a doctor Role of tutor Motivate students to engage with study material and challenge them to find their own answers Explain the content as a subject matter expert, and be available in case of study delays Observe group process, and give feedback on long-term development of students Start group process, then make themselves obsolete Role of medical school Offer stimulating cases to challenge students Match study assignments with the assessments Provide trust and autonomy to study groups Offer tailored practice opportunities 2
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