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| Content Provider | Springer Nature : BioMed Central |
|---|---|
| Author | Gerhardt-Szep, Susanne Kunkel, Florian Moeltner, Andreas Hansen, Miriam Böckers, Anja Rüttermann, Stefan Ochsendorf, Falk |
| Abstract | Background It is still unclear to what extent the PBL tutor affects learning in PBL-sessions. This mixed-methods study (Part 1 and 2) evaluated the effects of facilitative (f) versus non-facilitative (nf) tutoring roles on knowledge-gain and group functioning in the field of endodontics. Methods Part 1 was a quantitative assessment of tutor effectiveness within a prospective, experimental, single-blind, stratified, randomized, two-group intervention study. Participants attended PBL in the context of a hybrid curriculum. A validated questionnaire was used and knowledge assessments were conducted before and after the intervention. External observers rated tutor performance. Part 2 was a qualitative assessment of tutor effectiveness and consisted of semi-structured expert interviews with tutors and focus group discussions with students. Results Part 1: f tutors obtained significantly higher scores than nf tutors with respect to learning motivation and tutor effectiveness (p ≤ 0.05). nf tuition resulted in a slightly larger knowledge gain (p = 0.08). External observers documented a significantly higher activity among facilitative tutors compared to non-facilitative tutors. Part 2: Tutors found the f role easier although this led to a less autonomous working climate. The students rated f tutoring as positive in all cases. Conclusions With respect to PBL-group performance, students felt that groups guided in a non-facilitative fashion exhibited a higher level of independence and autonomy, especially with increasing PBL experience. In addition, students reported that more preparation was necessary for sessions guided by a non-facilitative tutor. Tutors were able to modify their role and influence group processes in a controlled manner. Results are useful for future “Train-the-Teacher” sessions. |
| Related Links | https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-015-0505-0.pdf |
| Ending Page | 12 |
| Page Count | 12 |
| Starting Page | 1 |
| File Format | HTM / HTML |
| ISSN | 14726920 |
| DOI | 10.1186/s12909-015-0505-0 |
| Journal | BMC Medical Education |
| Issue Number | 1 |
| Volume Number | 16 |
| Language | English |
| Publisher | BioMed Central |
| Publisher Date | 2016-01-14 |
| Access Restriction | Open |
| Subject Keyword | Medical Education Theory of Medicine Bioethics Assessment Clinical tutor Curriculum Effectiveness Evaluation Faculty development Focus groups Knowledge Mixed methods research Problem-based learning Theory of Medicine/Bioethics |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education Medicine |
| Journal Impact Factor | 2.7/2023 |
| 5-Year Journal Impact Factor | 3.4/2023 |
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