title: Cooperative learning: a new application of problem-based learning in mental health training.
abstract: Interaction in problem-based learning (PBL) tutorials is not necessarily cooperative, which may account for variation in learning outcomes. Therefore, a cooperative assessment structure was introduced in a PBL course and the difference examined between this method and individual, lecture-based learning in mental health training. Experimental student groups gained more knowledge between pre- and post-test than did control groups, and the experimental students who scored low on the pre-test made the greatest gains. Groups that reported greater cooperation tended to have higher achievement scores. Experimental students felt that cooperation helped them learn but it also took more time and was sometimes chaotic.
authors.affiliation: Department of Public Health, Hacettepe University Faculty of Medicine, Turkey. sevkato@hacettepe.edu.tr
authors.forename: Sevkat
authors.initials: S
authors.lastname: Bahar-Ozvariş
authors.forename: Füsun Cuhadaroğlu
authors.initials: FC
authors.lastname: Cetin
authors.forename: Sevgi
authors.initials: S
authors.lastname: Turan
authors.forename: Antoinette S
authors.initials: AS
authors.lastname: Peters
mesh_terms: D002982:Clinical Clerkship; D003299:Cooperative Behavior; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D004522:Educational Status; D006801:Humans; D008603:Mental Health; D018794:Problem-Based Learning / Q000379:methods*; D011570:Psychiatry / Q000193:education*; D012577:Schools, Medical; D014421:Turkey