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Related Concept Videos

Social Facilitation01:04

Social Facilitation

Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
Method of Sections: Problem Solving II01:30

Method of Sections: Problem Solving II

Consider an arbitrary truss structure composed of diagonal, vertical, and horizontal members fixed to the wall. To calculate the force acting on members CB, GB, and GH, method of sections can be used. The loads and lengths of the horizontal and vertical members are known parameters, as shown in the figure.
Problem-Solving01:29

Problem-Solving

Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
Method of Sections: Problem Solving I01:27

Method of Sections: Problem Solving I

Consider a symmetrical roof truss structure, composed of vertical, diagonal, and horizontal members. The length of each horizontal member is 4 m. The lengths of the vertical members FB and HD are 4 m, while the length of member GC is 6 m. The loads acting at joints F, G, and H are 2 kN, while those at joints A and E are 1 kN.
Principle of Virtual Work: Problem Solving01:13

Principle of Virtual Work: Problem Solving

The principle of virtual work is an essential concept in the field of mechanics and engineering. This is used to solve problems related to the equilibrium of a structure or system. It is based on the assumption that if a system is in equilibrium, the work done by all the forces during a virtual displacement is zero. This principle is applied by considering virtual displacements of the system and the corresponding work done by internal and external forces.
To apply the principle of virtual work,...
Three-Dimensional Force System:Problem Solving01:30

Three-Dimensional Force System:Problem Solving

A three-dimensional force system refers to a scenario in which three forces act simultaneously in three different directions. This type of problem is commonly encountered in physics and engineering, where it is necessary to calculate the resultant force on the system, which can then be used to predict or analyze the behavior of the object or structure under consideration.
To solve a three-dimensional force system, first resolve each force into its respective scalar components. Do this using...

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Related Experiment Video

Updated: Jun 24, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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Published on: September 11, 2021

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
PubMed
Summary

Problem-based learning (PBL) tutors

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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.