54 Chapter 3 Table 3.1. Q-set statements. Reproduced with permission from Grijpma et al., 2021 (12) Factor array2 No. Statement1 1 2 1 I wish for a tutor who is an inspiring example (role model) -4 -1 2 The tutor should bring in and discuss their own experiences -1 +2 3 If a topic is interesting, I do not mind when study group meetings run late -2 +1 4 I would like to get to know the tutor personally -1 -2 5 Study groups should contribute to the development of friendships 0 0 6 The tutor should respond quickly to students’ emails +1 0 7 The tutor should ensure that we understand the clinical aspects of study assignments in particular +2 -2 8 The tutor should assess the quality of my assignments -2 -4 9 I find it frustrating having to collaborate with other students -5 -4 10 I prefer collaborating with students whose viewpoints differ from mine -2 0 11 The tutor should be available for students’ study-related problems +2 0 12 The tutor should be available for students’ personal problems +3 -1 13 If there are problems in my study group, we should solve them on our own 0 +2 14 I prefer to not have any difficult study assignments -5 -5 15 I prefer collaborating with as many different students as possible -1 0 16 The tutor should give me useful feedback +4 +5 17 The tutor should give me compliments regularly -2 -4 18 I like to receive a lot of feedback from the students in my study group 0 +1 19 Feeling heard during study group meetings is important to me +4 +3 20 Study group meetings should be well-structured +1 0 21 The tutor should show an interest in how I am doing and how the study group is doing +3 0 22 The tutor should be able to explain clearly +3 +2 23 All students should be well-prepared for the study group meetings -2 -1 24 I think it is important to evaluate our group process -1 +1 25 Study group meetings should prepare us for the exams +4 +1 26 I prefer that the tutor motivates me to find answers to questions, rather than giving me the answer 0 +2
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