55 Changes in student appreciation of small-group active learning Table 3.1. Q-set statements. Reproduced with permission from Grijpma et al., 2021 (12) (continued) Factor array2 No. Statement1 1 2 27 The tutor should motivate my study group to start working on assignments and to stay focused 0 -2 28 I think it is important that all students in my study group feel free to express their thoughts +5 +4 29 I dislike it when questions get discussed superficially -1 0 30 IT (digital/online possibilities) is an essential aspect of the learning process for me -1 -1 31 The tutor should have a sense of humor -3 0 32 The tutor should manage the group during study group meetings 0 -1 33 I think it is important that all students actively contribute to study group meetings +3 +4 34 The study assignments should have a clear link with clinical practice +2 -1 35 Study assignments should have a clear right or wrong answer 0 -3 36 The tutor should tell me exactly what to do and when to do it -3 -5 37 The tutor needs to have studied medicine 0 -3 38 It is important to me that all students perform their tasks well +1 +2 39 I prefer lectures over study group meetings -2 -2 40 I wish to have the same tutor for as long as possible -4 -3 41 The tutor should take students’ individual needs into account 0 -1 42 The tutor should have an understanding for the life of students besides their studies +2 0 43 As a study group, we should be able to decide how we want to collaborate +1 +1 44 I think it is important to be challenged to learn +1 +3 45 I think it is important that there is variation in study group meetings +1 +2 46 The tutor should have high expectations of me -4 -2 47 The tutor should coach study groups with passion +1 +1 48 It is important to me that my study group has a good atmosphere +5 +5 49 I want to be able to deepen my knowledge on topics that I find interesting 0 +3 50 Study assignments and study group meetings should prepare me for more than only treating patients +2 +3 3
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