From slow shifts to fast flips: unraveling problem-based learning group function dynamics

HIGHLIGHTS

• What: The authors propose that Tuckman`s model applies to inexperienced groups faced with a novel task but is inadequate to describe the development of experienced groups faced with familiar tasks. The authors propose an optimal level of novelty, where educators should aim to ensure that sufficient novelty is present in experienced groups to enable disruption. While the authors propose that experienced groups skip Tuckman`s stages of group development, it is also possible that they occur very rapidly and early in a group`s course such that the process is not memorable or remarkable enough to . . .
  

   

  

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