V S Singaram and T E Sommerville NRMSM, UKZN Impact of students’ language and educational background in the collaborative learning environment at Nelson R Mandela School of Medicine V S Singaram and T E Sommerville NRMSM, UKZN

INTRODUCTION Elitism → mass opportunity in higher education School-leaving exams → university entrance (Fraser and Killen, 2003) SA: preference to students from designated ‘races’ (Benatar, 2010) → students with diverse backgrounds: language skills social backgrounds matric scores ? PBL with diverse students (Ravitz 2009)

AIM To investigate the impact of students’ language and educational background in the collaborative learning environment at Nelson R Mandela School of Medicine

Context Diverse student population PBL curriculum PBL themes PBL tutorials

METHODS 1st - 3rd year medical students’ perspectives of group productivity ascertained with a validated tutorial group effectiveness instrument (TGEI) (Singaram et al, 2010) TGEI: 20-item questionnaire - Slavin’s (1996) theoretical framework which defines three main factors of group functioning: cognitive motivational demotivational

METHODS End of theme scores were collected transversely (n=387) and longitudinally (n=157) over three years Statistical Analysis: Structural Equation Modeling General Linear Model Generalised Estimating Equation

Results

Figure 1: SEM – effects of English first language, matric score on group processes, group productivity and test marks

Figure 2: Test marks over three years stratified by Matric points – Figure 2: Test marks over three years stratified by Matric points – 45-50 (2) v 25-44 (1)

Figure 3: Test marks over three years stratified by prior education – Figure 3: Test marks over three years stratified by prior education – 1: Matric 2: Repeating 1st year 3: tertiary experience 4: prior degree

Discussion/Conclusion

English first language students have higher test scores supports other studies conducted in primary and secondary schools investigating how language shapes learners and associated negative impact on literacy levels (McDermott, 2001; Howie et al., 2006; Heugh et al., 2007) Higher matric scores result in higher test scores. "Previous academic performance is a good, but not perfect, predictor of achievement in medical training.” (Ferguson et al. 2002 p 952)

The more the prior tertiary experience the higher the test scores PBL tutorial group processes have a positive effect on academic achievement and group productivity. significant positive relationship between the motivational factors of group functioning and student achievement and the motivational factors of group functioning and overall group productivity. This implies that the more a student feels motivated or stimulated by his group mates in the tutorial sessions to exert maximum effort, the higher the test score.

Cognitive factors have a significant positive effect on overall perceived group productivity If students ask each other critical questions and motivate each other to contribute to the discussion, the overall group productivity is perceived as higher. Demotivational factors have a negative significant impact from the students’ perceptions. If some students do not contribute actively, the overall group productivity score will be lower. These findings support previous studies that had similar findings (Dolmans et al., 1998; Carlo et al., 2003).

Balancing tutorial groups optimally, according to students’ prior educational and language backgrounds should motivate both advantaged and disadvantaged students and lessen the effects of the gaps between these two groups. Academic literacy courses are supported, pending exploration of medical discourse in isiZulu. These findings contribute to the debate on selection criteria for the vocation and whether medicine should be a postgraduate degree Academic enrichment and support should be an important consideration in curriculum development Implications

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