How experienced tutors facilitate tutorial dynamics in PBL groups

Abstract

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.

Group interaction in problem‐based learning tutorials: a systematic review

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Qualitative Research in PBL in Health Sciences Education: A Review

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The value of problem-based learning in learning for sustainability: Undergraduate accounting student perspectives

“…Whilst many have catalogued the potential and success of PBL as a pedagogical approach, it is not without critique. Challenges cited in the literature include the lack of transferability to other disciplines beyond the more traditional practical-based disciplines (such as medicine and engineering) and the perennially thorny question of how the work is assessed (Azer, 2009;Lee, Lin, & Lin, 2012;Boud & Feletti, 1997;Barrett & Moore, 2011).…”