Conducting the symphony: a qualitative study of facilitation in problem‐based learning tutorials

Tracey Papinczak · Terry J. Tunny

63 citations0/0 files storedMedical Education

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Problem and Project Based Learning Innovations in Medical Education Biomedical and Engineering Education

Abstract

CONTEXT: Tutors in problem-based learning (PBL) tutorials have a complex role to play in facilitating students' learning. This includes providing support for students' acquisition of content knowledge and skills in critical thinking, coaching of group processes and modelling of reflective practice. Few studies which investigate the key role of tutors in the PBL tutorial process are qualitative in design. METHODS: This study explores the nature and technique of facilitation provided by PBL tutors from the students' viewpoint. Data were obtained from written responses to an open-ended question asking students about the effectiveness of their PBL tutor(s) and from in-depth interviews carried out with two randomly selected students. RESULTS: Three main themes arose from the inductive analysis of qualitative data: (i) role confusion by tutors; (ii) tutor management of sensitive issues, and (iii) facilitation 'style'. The theme of tutors' facilitation style was dominant and three sub-categories were apparent. These were: (i) managing the learning in PBL tutorials; (ii) facilitating group processes, and (iii) guiding group discussion. CONCLUSIONS: Findings highlight the need for tutors to regularly review the PBL tutorial processes and group dynamics within the tutorial setting. These findings have implications for tutor training and programmes of ongoing professional development for PBL facilitators.

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2017The Discovery of Grounded Theory 1993The Transition 1994Problem Based Learning - how to gain the Most from PBL 1993Conceptions of teaching and their relationship to student learning 1992The Tutorial Process 2008Educational Psychology: Constructing Learning 2002Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research 1999Roles and responsibilities of the problem based learning tutor in the undergraduate medical curriculum

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2013Student perceptions of facilitators’ social congruence, use of expertise and cognitive congruence in problem-based learning 2014Group interaction in problem‐based learning tutorials: a systematic review 2017Gender and Participation in an Engineering Problem-Based Learning Environment

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