NDLI: Conducting the symphony: a qualitative study of facilitation in problem-based learning tutorials.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Papinczak, Tracey Tunny, Terry Young, Louise
Spatial Coverage	Queensland
Description	Country affiliation: Australia Author Affiliation: Papinczak T ( Discipline of Medical Education, School of Medicine, University of Queensland, Brisbane, Queensland, Australia. t.papinczak@uq.edu.au)
Abstract	CONTEXT: Tutors in problem-based learning (PBL) tutorials have a complex role to play in facilitating students' learning. This includes providing support for students' acquisition of content knowledge and skills in critical thinking, coaching of group processes and modelling of reflective practice. Few studies which investigate the key role of tutors in the PBL tutorial process are qualitative in design. METHODS: This study explores the nature and technique of facilitation provided by PBL tutors from the students' viewpoint. Data were obtained from written responses to an open-ended question asking students about the effectiveness of their PBL tutor(s) and from in-depth interviews carried out with two randomly selected students. RESULTS: Three main themes arose from the inductive analysis of qualitative data: (i) role confusion by tutors; (ii) tutor management of sensitive issues, and (iii) facilitation 'style'. The theme of tutors' facilitation style was dominant and three sub-categories were apparent. These were: (i) managing the learning in PBL tutorials; (ii) facilitating group processes, and (iii) guiding group discussion. CONCLUSIONS: Findings highlight the need for tutors to regularly review the PBL tutorial processes and group dynamics within the tutorial setting. These findings have implications for tutor training and programmes of ongoing professional development for PBL facilitators.
File Format	HTM / HTML
ISSN	03080110
Issue Number	4
Volume Number	43
e-ISSN	13652923
Journal	Medical Education
Language	English
Publisher	Wiley-Blackwell
Publisher Date	2009-04-01
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Group Processes Problem-based Learning Psychology Humans Education, Medical, Undergraduate Educational Measurement Students, Medical Discipline Education Methods Journal Article Queensland
Content Type	Text
Resource Type	Article
Subject	Education Medicine

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Medical school 2.0: How we developed a student-generated question bank using small group learning.

Twelve tips on how to survive PBL as a medical student.

Role and challenges of simulation in undergraduate curriculum.

Effect of students' learning styles on classroom performance in problem-based learning.

Reflection and self-directed and group learning improve OSCE scores.

A comparison of medical students' learning approaches between the first and fourth years.

Medical students' understanding of empathy: a phenomenological study.

Avoiding honest feedback: discordance between formal evaluations and candid assessments of Kuwaiti PBL students.

Learning outcomes as a tool to assess progression.

Conducting the symphony: a qualitative study of facilitation in problem-based learning tutorials.

Similar Documents

Medical school 2.0: How we developed a student-generated question bank using small group learning.

Twelve tips on how to survive PBL as a medical student.

Role and challenges of simulation in undergraduate curriculum.

Effect of students' learning styles on classroom performance in problem-based learning.

Reflection and self-directed and group learning improve OSCE scores.

A comparison of medical students' learning approaches between the first and fourth years.

Medical students' understanding of empathy: a phenomenological study.

Avoiding honest feedback: discordance between formal evaluations and candid assessments of Kuwaiti PBL students.

Learning outcomes as a tool to assess progression.

Conducting the symphony: a qualitative study of facilitation in problem-based learning tutorials.