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Related Experiment Videos

Effects of tutors with subject expertise on the problem-based tutorial process.

M Silver1, L A Wilkerson

  • 1Brigham and Women's Hospital, Boston, Massachusetts.

Academic Medicine : Journal of the Association of American Medical Colleges
|May 1, 1991
PubMed
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.

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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.

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  • 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.