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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

Difficult incidents and tutor interventions in problem-based learning tutorials.

Pawel Kindler1, Christopher Grant, Steven Kulla

  • 1Department of Cellular and Physiological Sciences, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada. pkindler@interchange.ubc.ca

Medical Education
|August 28, 2009
PubMed
Summary
This summary is machine-generated.

Experienced tutors face challenges in problem-based learning (PBL) groups. Group responsibility, not just tutor intervention, is key to successfully managing difficult incidents and improving learning.

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Area of Science:

  • Medical Education
  • Problem-Based Learning (PBL)
  • Tutor Training

Background:

  • Tutors in problem-based learning (PBL) groups frequently encounter difficult incidents and conflicts.
  • Existing faculty development and peer support may inadequately address these challenges.
  • A deeper understanding of tutor-reported incidents and effective interventions is needed.

Purpose of the Study:

  • To categorize difficult incidents encountered by tutors in PBL groups.
  • To identify and classify interventions used by skilled tutors.
  • To evaluate the effectiveness of different tutor interventions.

Main Methods:

  • Semi-structured interviews were conducted with 30 experienced tutors.
  • Interviews focused on identifying difficult incidents, tutor responses, and perceived success.
  • Thematic analysis was used to develop typologies of incidents and interventions.

Main Results:

  • 94 difficult incidents were categorized into 'individual student' or 'group dynamics'.
  • 142 interventions were classified into tutor-initiated (during or outside tutorial) or student/group-initiated.
  • Interventions targeting individual students were most successful when initiated by the student/group; none were effective for group dynamics issues.

Conclusions:

  • Dysfunctional PBL groups present significant challenges even for experienced tutors.
  • Within-tutorial feedback, a common recommendation, showed limited effectiveness.
  • Emphasizing collective group responsibility for managing difficulties is suggested over sole tutor accountability.