%0 Journal Article
%T Tutoring in problem-based learning medical curricula: the influence of tutor background and style on effectiveness
%A Michele Groves
%A Patricia R¨¦go
%A Peter O'Rourke
%J BMC Medical Education
%D 2005
%I BioMed Central
%R 10.1186/1472-6920-5-20
%X A questionnaire designed to evaluate particular aspects of PBL tutoring technique, related either to subject-matter knowledge or to process-facilitation skill, as well as overall effectiveness, was distributed to students in first year of a PBL medical program at the end of each of three tutor terms. A total of 76 tutor terms were included in the study. Data analysis compared clinical with non-clinical tutors, and staff with non-staff tutors.Clinically qualified tutors used their subject-matter knowledge significantly more than non-clinical tutors and were seen as being more empathic with their students. Staff tutors placed more emphasis on assessment than non-staff tutors and were seen as having greater skill in establishing and maintaining an environment of cooperation within their PBL groups than non-staff tutors.These results suggest that both subject-matter knowledge and process-facilitation skills are necessary but not individually sufficient characteristics of effective tutors.Although problem-based learning has been at the forefront of reforms to medical curricula since its inception more than thirty years ago, conclusive evidence about its effectiveness as an educational approach remains elusive. In addition to research-related issues, such as non-randomised groups and small sample sizes, are variables inherent in the implementation of PBL curricula. These include variability in selection criteria for prospective students and the precise model of PBL employed [1]. An associated issue for which definitive answers have yet to be found relates to the qualifications and backgrounds of staff employed as facilitators in PBL tutorials.The function of the tutor in PBL differs considerably from that of the tutor in conventional tutorials in which the tutor assumes a comparatively didactic role. A major feature of PBL is that learning is student-centred in that students take responsibility for identifying and addressing their own learning needs; tutors are required t
%U http://www.biomedcentral.com/1472-6920/5/20