When a Problem-Based Learning Tutor Decides to Intervene

Lee, Gin-Hong; Lin, Yu-Hua; Tsou, Kuo-Inn; Shiau, Shu-Jen; Lin, Chaou-Shune

doi:10.1097/acm.0b013e3181b6b433

Cited by 18 publications

(22 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These categories were then grouped under appropriate themes, which were used to generate a theory. In order to maintain consistency in the generation of categories, we kept record of the decision rule so that whenever a new code emerged, the same rule was used to classify them into their respective category (Lee et al 2009). …”

Section: Discussionmentioning

confidence: 99%

“…Therefore knowing how tutors in other disciplines apply their tutorial skills will be helpful to the tutors in Medicine. Lee et al (2009) found that in tutorials involving students from Medicine, Nursing, and Clinical Psychology, there were 10 categories of situations in which tutors intervened to facilitate group dynamics, but that study did not mention what the tutors actually did during such interventions. This study is a continuation of the 2009 study.…”

Section: Introductionmentioning

confidence: 99%

“…From fall 2005 through 2008, we used a purposive sampling technique in our study in order to yield a sample that would most likely contribute significant information on the tutorial skills of facilitating group dynamics (Lee et al 2009). The selection criteria for the participants were: tutors must have taken PBL faculty training program and with more than two years of tutoring experience.…”

Section: Study Subjectsmentioning

confidence: 99%

“…(3) One week after the completion of the recording, the research assistant and tutor reviewed the recording together and the tutor was asked to explain his/her intervention method and the reason for such intervention. Tutors interventions as well as their explanations were transcribed verbatim (Lee et al 2009). …”

Section: Data Gatheringmentioning

confidence: 99%

See 3 more Smart Citations

How experienced tutors facilitate tutorial dynamics in PBL groups

Lee

Lin

2012

Medical Teacher

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Study Subjectsmentioning

confidence: 99%

Section: Data Gatheringmentioning

confidence: 99%

See 2 more Smart Citations

How experienced tutors facilitate tutorial dynamics in PBL groups

Lee

Lin

2012

Medical Teacher

Self Cite

View full text Add to dashboard Cite

show abstract

“…One of the core elements of PBL is knowledge elaboration (Springer, Stanne, & Donovan, 1999). Knowledge elaboration can be stimulated by relating the group discussion to students' prior knowledge (Lee, Lin, Tsou, Shiau, & Lin, 2009). However, it is to be questioned to what extent PBL is effective for students who barely have prior knowledge of the subject or even have incorrect prior knowledge as is frequently the case in complex knowledge domains such as statistics (Kaplan, 2006).…”

Section: Please Scroll Down For Articlementioning

confidence: 98%

The Effect of Guidance in Problem-Based Learning of Statistics

Leppink

Broers

Imbos

et al. 2013

The Journal of Experimental Education

View full text Add to dashboard Cite

Implementation of Problem‐Based Learning by Faculty Members at 12 U.S. Medical and Dental Schools

Abdelkarim

Schween

Ford

2016

Journal of Dental Education

View full text Add to dashboard Cite

The aim of this study was to assess the perspectives of medical and dental faculty members regarding implementation of problem‐based learning (PBL). A survey instrument was designed with demographic questions and two open‐ended questions to investigate faculty members’ perceptions of the most suitable subjects or courses in which to use PBL and examples of how they incorporated PBL into their instruction. The survey was sent to 12 U.S. medical and dental schools known to use PBL, and 73 medical faculty members and 88 dental faculty members completed the survey (n=161), for an overall response rate of 28% of those who were sent the survey at each school (not each's total faculty). In the results, 41% of the medical faculty respondents and 22% of the dental faculty respondents stated that PBL is applicable for all subjects. Members of both groups perceived that PBL is primarily applicable in clinical education, including clinical courses or the clinical applications of courses. The respondents’ perceptions about PBL implementation varied significantly, and both groups reported a wide range of approaches in which they implement PBL in their instruction, some of which were not consistent with the purpose of PBL.

show abstract

When a Problem-Based Learning Tutor Decides to Intervene

Cited by 18 publications

References 18 publications

How experienced tutors facilitate tutorial dynamics in PBL groups

How experienced tutors facilitate tutorial dynamics in PBL groups

The Effect of Guidance in Problem-Based Learning of Statistics

Implementation of Problem‐Based Learning by Faculty Members at 12 U.S. Medical and Dental Schools

Contact Info

Product

Resources

About