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Objective : In PBL, interaction in tutorial group plays a role in stimulating student learning. However, quality of group interactions need not be always in a desired level which will later affect group success. Hence the aim of this study was to ascertain the quality of group interactions during PBL sessions. Method : In this prospective, observational study, to obtain the perceptions of students and faculty (n = 32), a preformed questionnaire was used. Students from I st (n = 129) and 2 nd year (n = 106) of Bachelors of Medicine and Bachelors of Surgery (MBBS) program  and faculty were asked to respond in the questionnaire during a PBL brain-storming session. To explore reasons for adequate and inadequate interactions, focus group (n = 10) discussions were conducted. Results : There was no difference in perceptions regarding interactions between 1 st year and 2 nd year students. But there was significant difference between students and faculty perceptions regarding posing critical questions (p = 0.002), counter argument (p = 0.001) and handling conflicts. Factors that drove interactions were the prior knowledge, assessment and motivation and the hindering factor was case scenarios which were not designed based on students’ prior knowledge. Conclusion : Faculty expectations regarding PBL group interaction is different from the students’ understanding of PBL interaction. This study helps us to bridge the gap between the faculty expectations and students’ performance by orienting them regarding an ideal PBL interaction.

education in medicine journal

Perceptions regarding the quality of group interactions during brainstorming session of problem-based learning (PBL) at Melaka Manipal Medical College (Manipal Campus), India