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Effects of tutors with subject expertise on the problem-based tutorial process
1Brigham and Women's Hospital, Boston, Massachusetts.
Summary
Expert tutors in problem-based learning (PBL) may hinder student self-directed learning by dominating discussions. This study highlights the need for careful consideration of tutor expertise in medical education to foster active learning skills.
Area of Science:
- Medical Education
- Pedagogy
Background:
- Problem-based learning (PBL) is increasingly used in medical education.
- A debate exists regarding the impact of tutor expertise on PBL effectiveness.
Purpose of the Study:
- To investigate the effect of tutor expertise on the dynamics of problem-based tutorials.
- To assess whether tutor expertise influences the development of student self-directed learning skills.
Main Methods:
- A comparative study was conducted at Harvard Medical School.
- Discussions were analyzed based on whether tutors identified as subject matter experts or non-experts.
Main Results:
- Expert tutors adopted a more directive role, speaking more and providing direct answers.
- Discussions were characterized by more tutor-to-student exchanges and less student-to-student interaction.
- These dynamics potentially impede the development of active, self-directed learning in students.
Conclusions:
- Tutor expertise can negatively impact the intended outcomes of problem-based learning.
- Facilitator training should address the balance between guidance and student autonomy.
- Optimizing PBL requires a nuanced approach to tutor involvement and expertise.