Tutor evaluation of problem-based learning in behavioral sciences courses

Vernon, David T. A.

doi:10.1080/10401339409539653

Cited by 3 publications

(1 citation statement)

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“…A few studies have concluded that faculties are generally satisfied with PBL (Vernon 1994, 1995). A recent study of 30 tutors in three behavioural science courses concluded that ratings by teaching staff significantly favoured PBL over traditional methods (Vernon 1994). A more recent study by the same author surveyed more than 1200 tutors at 22 medical schools across North America (Vernon 1995).…”

Section: Introductionmentioning

confidence: 99%

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

Kaufman

Holmes

1996

Medical Education

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This study examined teacher and student perceptions during the first 2 years of a complete transition from a conventional to a problem-based learning (PBL) curriculum at Dalhousie University. Teaching staff who had tutored in the two pre-clinical years (n = 88) completed a questionnaire at the end of the 1993-94 academic year, and student assessments of their tutors were collated for all nine units (n = 597). Seven research questions were addressed in the study which examined the faculty, student and administrative aspects of tutoring. The results showed that faculty tutors rated PBL more highly than traditional medical school methods on eight of the nine items. Teaching staff were very satisfied with their tutoring experience, but expressed a need for further training in group facilitation, questioning, handling 'difficult' situations and evaluating students. They reported that their workload outside tutorials was cut almost in half in their second year of tutoring. Students expected a tutor to be a skilled group facilitator who would guide them in their learning, while helping to maintain a positive group climate. They did not want the tutor to teach the content as they perceived the task of learning to be their responsibility. Several major administrative factors affected tutors' and students' perceptions of tutorials, including: changing tutorial group composition and tutor every 8-10 weeks; team tutoring; end-of-unit exam; conflicting demands of basic science 'vertical' units and ongoing 'horizontal' units; departmental budgetary requirements for basic medical education; recognition of tutoring in promotion and tenure decisions; and recruitment of tutors.

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Section: Introductionmentioning

confidence: 99%

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

Kaufman

Holmes

1996

Medical Education

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Using Problem-Based Learning to Enhance the Psychosocial Competence of Medical Students

Block

1996

Acad Psychiatry

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This article provides an overview of adult learning principles and reviews their applicability and effectiveness in enhancing learner acquisition of psychosocial competencies. It presents a brief critique of traditional models of teaching medical students, reviews general principles of adult learning, describes the method of problem-based learning (PBL), summarizes data about outcomes of PBL, and suggests mechanisms through which PBL may enhance psychosocial learning. The author emphasizes the roles of small group interaction, exposure to diverse viewpoints, integrated presentation of psychosocial issues in cases, learning to adapt to uncertainty, and similarities with the process of psychotherapy as possible mediators for enhanced psychosocial learning through PBL.

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