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Observational analysis of near-peer and faculty tutoring in problem-based learning groups
Anna T Cianciolo1, Bryan Kidd2, Sean Murray3
1Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois, USA.
Medical Education
|June 14, 2016
Summary
Near-peer and faculty tutors vary in their problem-based learning (PBL) practices, often diverging from principles. Understanding these socio-cognitive dynamics can improve faculty development for better learner support.
Area of Science:
- Medical Education
- Problem-Based Learning (PBL)
Background:
- Near-peer and faculty tutors may facilitate problem-based learning (PBL) differently.
- Existing theories on tutor effectiveness rely on retrospective accounts.
- Observational studies are needed to understand actual tutor practices during PBL sessions.
Purpose of the Study:
- To explore and compare the interactional practices of near-peer and faculty tutors during problem-based learning (PBL) tutorials.
- To provide a grounded perspective on tutor effectiveness in medical education.
Main Methods:
- Observational study of nine purposively sampled PBL tutor groups.
- Video-recordings of tutorials involving near-peer, clinical faculty, and basic science faculty tutors.
- Independent analysis of video recordings by a multidisciplinary investigator team until data saturation.
Main Results:
- Significant variation in tutor practices was observed within, rather than across, tutor types.
- Tutor practices sometimes diverged from established PBL principles.
- All tutors demonstrated attempts to convey authority or 'insider' status, often prompted by student interactions.
Conclusions:
- Tutor effectiveness is influenced by socio-cognitive interactions and individual practices.
- Understanding these dynamics can inform faculty development to better meet learner needs.
- A grounded perspective on tutoring practices is crucial for enhancing medical education.
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