The effects of homogeneous small groups on the efficacy of problem-based learning

Introduction: problem-based learning (pbl) as a learning style has gaineda special position amongst different levels of education systems, and manydifferent approaches, such as tutor education, proper scenario presentation,etc., are used to increase its efficiency. however, the role of homogeneousgroups to facilitate team working has never been studied. the purpose of thisstudy is to examine the effect of selective group allocation in pbl efficiency.methods: in this semi-experimental double-blinded study, 40 students ofmedicine during their externship in the radiology department were dividedinto two equivalent groups based on their grade average points. the same topicsand the same instructors were chosen for both groups. in the control group, thestudents were randomly divided into four subgroups each with five members.the subgroups in the study group, on the other hand, were homogenized basedon their grade average points.results: the students’ rate of learning of the theoretical topics and theirperformance in reporting and interpreting the stereotypes in radiology weremeasured at the beginning and at the end of the study in both groups by twoquestionnaires with alpha krunback of 0.87 and 0.85. all students were malewith the mean age of 23.7 years ± 1.19. age, grade point average of the studentsin the last semester and the mean of their pre and post-test scores in bothgroups showed a normal pattern of distribution (p > 0.05). the learning andperformance scores in each group at the beginning and at the end of the courseshowed a statistically significant difference with a p value of 0.011 and 0.03,respectively.conclusion: homogenizing the pbl groups with allocation of more competentstudent in each group plays a complementary tutor role and boosts the level oflearning by enhancing group dynamicity.