Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Tutoring in problem-based learning: perceptions of teachers and students

D M Kaufman1, D B Holmes

  • 1Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada.

Medical Education
|September 1, 1996
PubMed
Summary

Faculty and students perceived problem-based learning (PBL) positively during its curriculum transition. Tutors desired more facilitation training, while students preferred guidance over direct content delivery.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Nicotinamide mononucleotide adenylyltransferase promotes hypoxic survival by activating the mitochondrial unfolded protein response.

Cell death & disease·2016
Same author

Bilateral retinoblastoma.

Clinical proceedings - Children's Hospital of the District of Columbia·2010
Same author

An assessment of educational needs in research ethics.

NCEHR communique = Communique CNERH·2004
Same author

Achieving cardiovascular health through continuing interprofessional development.

Canadian journal of public health = Revue canadienne de sante publique·2002
Same author

Patients' satisfaction with their family physicians' communication skills: a Nova Scotia survey.

Academic medicine : journal of the Association of American Medical Colleges·2001
Same author

Faculty attitudes towards medical communication and their perceptions of students' communication skills training at Dalhousie University.

Medical education·2001

Area of Science:

  • Medical Education
  • Curriculum Development

Background:

  • Transitioning to a problem-based learning (PBL) curriculum requires understanding faculty and student experiences.
  • Evaluating the initial years of PBL implementation is crucial for identifying areas of success and improvement.

Purpose of the Study:

  • To examine faculty and student perceptions during the first two years of a problem-based learning (PBL) curriculum transition.
  • To identify key administrative factors influencing the effectiveness of PBL tutorials.

Main Methods:

  • Questionnaires administered to 88 teaching staff who tutored in pre-clinical years.
  • Student tutor assessments collated for 597 students across nine units.
  • Analysis of faculty, student, and administrative aspects of tutoring.

Related Experiment Videos

Main Results:

  • Faculty tutors rated PBL more favorably than traditional methods on eight of nine items.
  • Tutors reported high satisfaction but requested further training in facilitation and evaluation.
  • Students viewed tutors as facilitators, emphasizing their own responsibility for content learning.

Conclusions:

  • Problem-based learning (PBL) shows positive faculty and student perceptions during curriculum transition.
  • Effective PBL implementation requires addressing administrative factors and providing targeted tutor training.
  • Student expectations of tutors as facilitators, not content deliverers, are key to successful PBL.