Academic Psychiatry

, Volume 22, Issue 3, pp 197–202 | Cite as

Gender-Related Group Dynamics in Problem-Based Learning

A Retrospective Study
  • Lori E. Kaplowitz
  • Susan D. Block
New Idea


As problem-based learning (PBL) techniques play an increasingly important role in medical school curricula, programs will require an understanding of which variables enhance or inhibit learning. Through a retrospective study of an “experiment” in which male and female medical students were separated into single-gender tutorial groups, the authors describe gender differences in the styles of participation and subjective experi-ence of men and women in mixed-gender and single-gender tutorial groups. The women students noted an increase in their comfort level in the all-women tutorial group and felt that learning about their own styles in this group helped them participate more effec-tively in coed groups and later on in other professional settings. The authors make rec-ommendations concerning the implementation of PBL in medical school curricula.


Academic Psychiatry Comfort Level Gender Group Gender Issue Medical School Curriculum 
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Copyright information

© Academic Psychiatry 1998

Authors and Affiliations

  • Lori E. Kaplowitz
    • 1
    • 2
  • Susan D. Block
    • 3
  1. 1.Havard Medical SchoolThe Cambridge HospitalUSA
  2. 2.Department of Outpatient PsychiatryMount Auburn HospitalCambridgeUSA
  3. 3.Harvard Medical SchoolUSA

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