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Conducting the symphony: a qualitative study of facilitation in problem-based learning tutorials
Tracey Papinczak1, Terry Tunny, Louise Young
1Discipline of Medical Education, School of Medicine, University of Queensland, Brisbane, Queensland, Australia. t.papinczak@uq.edu.au
Medical Education
|April 2, 2009
Summary
Problem-based learning (PBL) tutors
Area of Science:
- Medical Education
- Pedagogy
- Higher Education
Background:
- Tutors in problem-based learning (PBL) tutorials facilitate content knowledge, critical thinking, group processes, and reflective practice.
- Qualitative research on the key role of tutors in PBL is limited.
Purpose of the Study:
- To explore the nature and techniques of PBL tutor facilitation from the students' perspective.
- To understand student perceptions of tutor effectiveness in PBL settings.
Main Methods:
- Qualitative study utilizing written responses to an open-ended question about tutor effectiveness.
- In-depth interviews with two randomly selected students.
Main Results:
- Three emergent themes: tutor role confusion, management of sensitive issues, and facilitation style.
- Facilitation style was dominant, encompassing managing learning, group processes, and guiding discussions.
Conclusions:
- Tutors should regularly review PBL tutorial processes and group dynamics.
- Findings inform tutor training and professional development for PBL facilitators.
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