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Problems identified by tutors in a hybrid problem-based learning curriculum
R L Houlden1, C P Collier, P J Frid
1Department of Medicine, Faculty of Health Sciences, Queen's University, Kingston, ON, Canada. houldenr@post.queensu.ca
Summary
Problem-based learning (PBL) tutors identified six student challenges in a hybrid curriculum. These issues may stem from students lacking essential problem-solving and interpersonal skills for effective PBL engagement.
Area of Science:
- Medical Education
- Pedagogy
Background:
- Problem-based learning (PBL) is a student-centered pedagogy.
- Hybrid PBL-lecture curricula integrate PBL with traditional lectures.
- Facilitator challenges in hybrid PBL are not well-documented.
Purpose of the Study:
- To identify problems encountered by PBL tutors in a hybrid PBL-lecture curriculum.
- To understand student-related issues impacting PBL facilitation.
Main Methods:
- Qualitative study involving interviews with 27 PBL tutors.
- Thematic analysis of tutor-reported problems.
Main Results:
- Six primary student-related problems were identified: mini-lecturing, dysfunctional group dynamics, rapid case completion, superficial research, tutor content expertise frustration, and inadequate PBL support.
- These issues may indicate deficits in students' problem-solving and interpersonal skills.
Conclusions:
- Hybrid PBL-lecture curricula face unique facilitation challenges.
- Addressing student skill gaps in problem-solving and interpersonal dynamics is crucial for successful PBL implementation.
- Further support and training for students in PBL are recommended.