From a teacher-oriented to a learner-oriented approach to teaching: The role of teachers' collective learning processes (original) (raw)
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Evaluating the role of tutors in problem-based learning sessions
Procedia - Social and Behavioral Sciences, 2009
The aim of this study is to determine students' and tutors' perceptions of the role of tutors in problem-based learning sessions, and the relationship between students' and tutors' views. An instrument was developed to determine students' and tutors' view of the tutor role. All the statements received high scores; sex, year and curricular language had no effect on the results. The differences between the mean values for dimensions in the tutors' total scores were as statistically significant as were the students' scores. The correlation between the scores of students and tutors was analyzed and found not to be statistically significant.
Tutors' and Students' Views on Learning and Feedback in Problem-Based Learning
European Journal of Educational Research
The successful application of the problem-based learning (PBL) approach requires feedback from the tutor to the student to guide the latter's learning process. The aim of this study was to characterise the views of a group of Chilean undergraduate students of Primary Teaching and their tutors regarding PBL methodology, and the role of feedback in it. Qualitative research was carried out based on a case study that gathered the views of students and tutors through a focus group. The methods of analysis adapted to the needs of this study are those derived from discourse analysis and especially from discourse in interaction in its three dimensions: interlocution (framework of participation), thematic (topic of discussion) and enunciative (enunciative positioning). The results indicate that students' views emphasised the inter-student collaboration involved in PBL, while tutors emphasised the motivational value of the methodology. However, both recognised the important role that ...
Student perceptions of tutor skills in problem-based learning tutorials
Medical Education, 2002
Objective The problem-based learning (PBL) tutor plays a role that is different from the role of a teacher in a conventional teaching format. In the Faculty of Medicine and Health Sciences, United Arab Emirates, all students are Arab nationals and tutors are expatriates with different sociocultural backgrounds from the students. This study was designed to investigate how students evaluate tutors in PBL tutorials and whether student evaluations of tutors change with the progress of students in PBL tutorials. Methods Differences in tutor performance evaluation by male and female students were also analysed. The students evaluated 12 tutor skills in a scale of 1±3, 1 being`below average' and 3,`outstanding'. Student responses from a total of 314 (98á1%) completed forms collected over 2 academic years were analysed statistically. A total of 14 tutors participated in the PBL programme. Results The analysis revealed that tutors as a group were rated as having average to outstanding tutor skills in 10 items of the evaluation form. Students and faculty perceptions were different for the tutor skills of guiding students for information management. The students expected more support from tutors, whereas the tutors tried to emphasize self-learning in the PBL curriculum. Lower scores to the tutors in the`problem' bringing sociocultural and religious issues for discussion showed that a gap in sociocultural/religious understanding between students and tutors might in¯uence tutor skills. Conclusions Differences in tutor evaluation by male and female students indicate necessity of adopting different strategies by tutors in a different sociocultural background. The results of the study have direct implications for faculty development.
Peer versus staff tutoring in problem-based learning
Instructional Science, 1994
Effects of student versus staff tutoring on student learning in a problem-based, health sciences curriculum were studied. Academic achievement of 334 tutorial groups guided by staff tutors was compared with achievement of 400 groups guided by student tutors. In addition, students rated their tutor's performance on four behaviors considered critical to facilitating student learning. Overall, students guided by a staff tutor achieved somewhat better. In terms of practical significance, the difference was, however, fairly small. Staff tutors were rated as more knowledgeable and their contributions as more relevant. In addition, they asked stimulating questions to a larger extent. However, an interaction effect was found between the ratings and the year of study: Peer tutors displayed the supportive behaviors more extensively in the first year, whereas staff tutors' ratings were higher as the curriculum advanced. These results were interpreted in terms of the cognitive congruence framework.
Expert versus Novice Tutors: Impacts on student outcomes in problem based learning
The tutor is an essential part of problem based learning (PBL). However, tutor characteristics and role are inconsistent. Meta-analysis was used to investigate both the role and training of PBL tutors as moderators of student learning. Weighted effect sizes were calculated on student outcomes with a modest favorable overall effect size for PBL; a vote count shows favorable results as well. Results indicate a mixture of peers and instructors do best when compared to peers and instructors alone. Tutor training appears to make a difference by itself, but when considered with tutor background, tutor training does not appear to moderate student learning. A framework for study factors and recommendations for future work are provided.
Medical Science Educator, 2021
This article summarizes a student-led effort to improve tutor group interactions among second-year medical students in a hybrid problem-based learning (PBL) curriculum. Dissatisfaction with PBL had led to superficial tutorial discussions that students escaped to study for board certification exams. Following the PBL principle of using intrinsically motivating problems, the student investigators created board-style questions with accompanying facilitation guides for tutors to present as 'mini-problems' to stimulate case-related discussion. Tutor groups used and enjoyed the questions, but interaction quality did not improve. Like the hybrid curriculum itself, the intervention embodied conflicting educational philosophies; implementation challenges reflected the tension between them.
Profiles of effective tutors in problem-based learning: scaffolding student learning
Medical Education, 1999
Objectives Research on tutoring in problem-based learning has not focused so far on the variation in tutoring and how this variation can be interpreted by conceptions about effective tutoring. Conclusions The results of this study are consistent with research on human tutoring and research on tutoring in problem-based learning.
Advances in Health Sciences Education, 2007
Aim In a problem-based learning (PBL) curriculum, tutor’s feedback skills are important. However, evaluation studies often show that students rate many tutors as ineffective in providing feedback. We explored whether this is related: (a) to tutors’ skills, and hence a teaching intervention might improve their performance; (b) to the formulation of the evaluation item, hence a more specific wording might help students better recognize a feedback when received; (c) to PBL teaching environment, and hence the tutors’ teaching unit might influence students’ ratings. Methods Students rated 126 tutors of 13 one-month teaching units over three consecutive years on their ability of providing feedback. We assessed how (a) a teaching intervention given between years 1 and 2, (b) a rewording of the evaluation item which took place in year 3, and (c) the tutors’ teaching unit, influenced students’ ratings. Results The ratings of tutors considered as effective by students at year 1 improved after the teaching intervention, while those of unsatisfactory tutors did not progress. However the ratings of the latter increased after reformulation of the evaluation item. This increase varied across teaching units. Discussion Students’ ratings of tutors’ ability to give feedback seem to vary in function of the tutors’␣training, of the formulation of the evaluation item, and of the tutors’ teaching environment. These variables should be considered for setting up effective strategies in faculty development.