PBL TUTOR TRAINING Being a PBL Tutor Session
PBL TUTOR TRAINING Being a PBL Tutor Session 2 of the PBL tutor training
Learning Outcomes By the end of the session all participants should: • Have revised the Barts 7 -step model of PBL • Understand more of PBL’s potential benefits to student learning • Consider group processes and their impact on learning • Have explored more fully the report-back stage (Step 7) • Have gained experience of dealing with different types of group behaviour
Carry out Step 7 • In your groups feedback on your research on Thunderstorms for 15 mins • Review your learning experience as individuals within the group and identify helpful group dynamics
Group Dynamics The 4 stages : Forming Storming Norming Performing
Group dynamics: Functional behaviour • Asking for information • Giving information • Summarising • Initiating • Clarifying • Elaborating
Non-functional behaviour • Dominating • Clowning around • Competing • Undermining other students • Withdrawing • Relying too much on the tutor • Absenting • Having private conversations • Rushing through the first 5 Steps, or skipping Step 4
Students’ Learning Strategies SURFACE LEARNING Task-oriented. May lack clear context. Rote learning to pass a test. Often ‘factual’. Quickly forgotten. DEEP LEARNING Meaning-oriented. Learning in context, re-use and extension of learning. Often ‘skilful’. Remembered. STRATEGIC LEARNING Success-oriented. Organised approach. May combine superficial and deep learning.
Second PBL • Scenario 2 • Complete steps 1 -5 in your new group
Advice for PBL tutors • Think empower, not control • Get feedback on your teaching style • Do not rush to ask questions or provide information • One of the students in your group will soon say what you want to say • Teach the joy of learning by discovery • Monitor the type and timing of your interventions (Azer 2005)
Advice for PBL tutors (cont. ) • Ask questions that allow students to assess, evaluate, compare, weigh evidence, make priorities, interpret, seek information. . . • Guide questions to use their own knowledge to construct their own flow diagrams and mechanisms • Ask students to provide reasoning behind their opinions (Azer, 2005)
Practicalities • Sign up to facilitate – your institute will have a lead e. g. Jon Fuller (IHSE) • Arrange to observe someone (if you feel you need to) • 1 -2 weeks before the start date you will receive an E-mail with a tutor guide, attendance register, feedback sheets, location information and SAQs + answers • Might be helpful to carry some white board markers • 1 st session: introductions, ground rules, reminder re process • Report non-attendance 1 session missed? , 2 yes • Keep notes on progress i. e. SAQ scores and contribution to the group for Feedback 4 You sheets
Assessment of PBL Assessment (summative and formative) • Attendance • Write-up of a PBL • Formative short-answer questions on some/all PBLs Feedback • Individual feedback to student at end of module • Marked SAQs and PBL write-up
Research on PBL Still contested Albanese M (2010) Review of studies – improved performance at examination (Hoffman 2006) better performance in clinical knowledge sections Schafer (2006) self report increase in strength of generic competences Schmidt (2006) ‘not for faint-hearted’
Looking Ahead • How do you feel about the prospect of being a PBL tutor? • Try to observe an expert PBL tutor in action in the near future • Register for a QM+ account •
References Albanese, M. (2010) Problem-Based Learning. In Swanwick T (ed) Understanding Medical Education Wiley-Blackwell, Edinburgh: Association for the Study of Medical Education Azer S. A. (2005) Challenging facing PBL tutors: 12 tips for successful group facilitation. Medical Teacher 27, 676 – 681. Bligh, J. (2000) Problem-based learning: the story continues to unfold. Medical Education 34, 688 -689 Colliver, J. (2000) Effectiveness of problem-based learning curricula. Academic Medicine 75, 259 -266 Norman, G. R. & Schmidt, H. G. (2000) Effectiveness of problem-based learning: theory, practice and paper darts. Medical Education 34, 724728
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