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Evaluating differently tutored groups in problem-based learning in a German dental curriculum: a mixed methods study.

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Facilitative tutors improved motivation and effectiveness, while non-facilitative tutoring slightly increased knowledge gain in problem-based learning (PBL) sessions. Students perceived non-facilitative tutoring as fostering greater autonomy.

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Area of Science:

  • Dental Education
  • Endodontics
  • Medical Education

Background:

  • The impact of Problem-Based Learning (PBL) tutor roles on student learning remains unclear.
  • This study investigates facilitative versus non-facilitative tutoring in endodontics PBL.

Purpose of the Study:

  • To evaluate the effects of facilitative (f) and non-facilitative (nf) tutoring roles.
  • To assess impacts on knowledge gain and group functioning in endodontics PBL.

Main Methods:

  • Mixed-methods study combining quantitative (Part 1) and qualitative (Part 2) assessments.
  • Part 1: Randomized controlled trial with pre/post knowledge tests and observer ratings.
  • Part 2: Semi-structured interviews with tutors and focus groups with students.

Main Results:

  • Facilitative tutors enhanced learning motivation and effectiveness (p≤0.05).
  • Non-facilitative tutoring showed a trend towards greater knowledge gain (p=0.08).
  • Students reported higher autonomy with non-facilitative tutors but noted increased preparation needs.

Conclusions:

  • Tutor role significantly influences PBL dynamics, motivation, and perceived autonomy.
  • Facilitative tutoring is rated positively by students, though non-facilitative approaches may foster independence.
  • Findings inform "Train-the-Teacher" programs for optimizing PBL facilitation.