+ Site Statistics
+ Search Articles
+ PDF Full Text Service
How our service works
Request PDF Full Text
+ Follow Us
Follow on Facebook
Follow on Twitter
Follow on LinkedIn
+ Subscribe to Site Feeds
Most Shared
PDF Full Text
+ Translate
+ Recently Requested

Problems identified by tutors in a hybrid problem-based learning curriculum



Problems identified by tutors in a hybrid problem-based learning curriculum



Academic Medicine 76(1): 81



Problem-based learning (PBL) tutors (n = 27) were interviewed to identify problems they encountered in facilitating a hybrid PBL-lecture curriculum. Analysis of responses yielded six problems for students: "mini-lecturing," dysfunctional group dynamics, completing cases too quickly, superficial research, frustration with tutors who lack content expertise, and lack of support for PBL. These may arise because students lack problem-solving and interpersonal skills needed to benefit from PBL.

Please choose payment method:






(PDF emailed within 0-6 h: $19.90)

Accession: 047080963

Download citation: RISBibTeXText

PMID: 11154202

DOI: 10.1097/00001888-200101000-00021


Related references

The effect of tutors content expertise on student learning in a problem based learning curriculum. Clinical & Investigative Medicine 18(4 Suppl. ): B82, 1995

Recruiting problem-based learning (PBL) tutors for a PBL-based curriculum: the Flinders University experience. Medical Education 35(1): 56-61, 2001

Introduction of problem-based learning in a traditional medical curriculum in Singapore--students' and tutors' perspectives. Annals of the Academy of Medicine, Singapore 30(4): 371-374, 2001

Teaching styles of tutors in a problem-based curriculum: students' and tutors' perception. Medical Teacher 28(5): 460-464, 2006

What are the most important tasks of tutors during the tutorials in hybrid problem-based learning curricula?. Bmc Medical Education 15: 84, 2015

Problem-based learning tutors' conceptions of their development as tutors. Medical Teacher 31(2): 145-150, 2009

Techniques used by "expert" and "non-expert" tutors to facilitate problem-based learning tutorials in an undergraduate medical curriculum. Medical Education 37(1): 6, 2003

An exploration of tutors' experiences of facilitating problem-based learning. Part 2--implications for the facilitation of problem based learning. Nurse Education Today 23(1): 65-75, 2003

Benefits of using a hybrid problem-based learning curriculum to improve long-term learning acquisition in undergraduate biology education. Fems Microbiology Letters 363(15):, 2016

Preliminary evaluation of a hybrid problem-based learning curriculum. Medical Education 42(5): 518, 2008

Validation of the Tutotest in a hybrid problem-based learning curriculum. Advances in Health Sciences Education 13(4): 469-477, 2008

Students' perception towards the problem based learning tutorial session in a system-based hybrid curriculum. Saudi Medical Journal 36(3): 341-348, 2015

Students' perceptions of problem based learning tutorial sessions in a system-based hybrid curriculum. Saudi Medical Journal 37(2): 217, 2016

Factors affecting the quality of problem-based learning in a hybrid medical curriculum. Kaohsiung Journal of Medical Sciences 25(5): 254-257, 2009

Increased correlation coefficient between the written test score and tutors' performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia. Korean Journal of Medical Education 28(1): 123-125, 2016