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Problem-based learning tutors' conceptions of their development as tutors
1Institute for Teaching and Learning, University of Sydney, Sydney, Australia. grahamh@gmp.usyd.edu.au
Medical Teacher
|March 31, 2009
Summary
Effective problem-based learning (PBL) tutors are crucial for student success. This study reveals distinct tutor role conceptions and development stages, highlighting the need for feedback in PBL tutor training.
Area of Science:
- Medical Education
- Problem-Based Learning (PBL)
- Tutor Development
Background:
- Student learning quality in hybrid problem-based learning (PBL) programs is contingent upon effective PBL tutors.
- Understanding tutor roles is essential for optimizing hybrid PBL programs.
Purpose of the Study:
- To explore PBL tutors' conceptions of their role.
- To investigate how PBL tutors grow and develop.
- To map tutors' views into a hierarchical structure of conceptions.
Main Methods:
- Qualitative phenomenographic analysis of written responses.
- Study involved 29 tutors from a graduate-entry hybrid PBL medical program.
- Data collected from tutors with experience in academic years 1-2.
Main Results:
- Four distinct, hierarchically organized categories of PBL tutor role conceptions emerged.
- Four categories of increasing complexity were identified for tutor growth and development.
- A consistent relationship was observed between sophistication levels in role conceptions and tutor development.
Conclusions:
- PBL tutor development programs should focus on enhancing tutors' self-awareness of their teaching development.
- Encouraging tutors to actively solicit face-to-face student feedback is vital for improving effectiveness.
- Effective tutor training can significantly enhance student learning outcomes in hybrid PBL.
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