Difficult incidents and tutor interventions in problem-based learning tutorials

Kindler, Pawel M.; Grant, Christopher P.; Kulla, Steven; Poole, Gary; Godolphin, William

doi:10.1111/j.1365-2923.2009.03423.x

Cited by 20 publications

(22 citation statements)

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“…This is an important skill because periods of silence in a tutorial group did not indicate that the students were not learning effectively (Remedios et al 2008). Thirdly, it was noted that problems associated with group learning were resolved better when tutors intervened using methods preferred by the students (Kindler et al 2009). We do not know if the intervention method listed in Table 3 were welcomed or expected by the students.…”

Section: Discussionmentioning

confidence: 99%

How experienced tutors facilitate tutorial dynamics in PBL groups

Lee

Lin

2012

Medical Teacher

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Background: Problem-based learning (PBL) tutorial are conducted in small groups, and successful learning in such groups requires good group facilitating skills. There is a lack of research on actual skills employed by tutors in facilitating the group dynamics. Aim: To explore the process of PBL tutorial small groups, focusing on the tutors' actual behavior in facilitating group dynamics. Methods: Eight experienced tutors from various departments in medical colleges participated in this research. Forty tutorial group sessions were videotaped. Among the 636 tutorial intervention episodes, 142 of them were associated with facilitating group dynamics. Tutors interventions as well as their recalls were transcribed verbatim. Qualitative research methods were utilized to analyze the data. Results: There were 10 tutorial group dynamic situations and 48 tutorial skills. Analysis of the tutors' intentions employing these skills in the 10 situations showed that tutors were trying to achieve the following aims: (1) iteration of PBL principles, (2) delegation of responsibility to the students, (3) creation of a good discussion forum, and (4) the generation of a good learning atmosphere. Conclusion: Results from this study provide PBL tutors with a practical frame of reference on group dynamic facilitating skills and stimulate further research on this topic.

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Section: Discussionmentioning

confidence: 99%

How experienced tutors facilitate tutorial dynamics in PBL groups

Lee

Lin

2012

Medical Teacher

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“…Some studies on tutors move away from investigating the tutor’s role in influencing student achievement alone and instead focus on the student learning process and issues such as how and when a tutor should intervene in the event of difficult incidents in tutorial groups 68,69 . Hmelo‐Silver and Barrows 70 describe in detail how ‘collaborative knowledge building’ is facilitated.…”

Section: Research On Pbl Support Strategiesmentioning

confidence: 99%

The process of problem-based learning: what works and why

2011

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We conclude that there is considerable support for the idea that PBL works because it encourages the activation of prior knowledge in the small-group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to 'hard' scaffolding represented by, for instance, worksheets or questions added to problems. Small-group work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self-study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL.

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“…In theory, PBL is expected to enhance students' problem-solving abilities and surpass conventional didactic teaching methods. In practice, however, many students and tutors have encountered various challenges, such as inactive participation in student-led discussions (de Grave, Dolmans, & van der Vleuten, 2001;Kindler, Grant, Kulla, Poole, & Godolphin, 2009), students' concerns about their perceived lack of knowledge (Glew, 2003;Kindler et al, 2009), and tutors' lack of understanding about the roles of tutors (Azer, 2001;Moust, van Berkel, & Schmidt, 2005;Ward & Lee, 2002) during their PBL experiences. In addition, PBL often generates conflicts with the traditional approach to teaching and conventional expectations, such as "long-term effects versus immediate learning outcomes, " "depth versus breadth of the curriculum, " and "higher order thinking versus factual knowledge acquisition" (Hung, Bailey, & Jonassen, 2003, p. 13).…”

Section: Introductionmentioning

confidence: 99%