Roles of students and tutors during the PBL process

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Roles of students and tutors during the PBL
process

• Anne Baroffio, PhD
• Mathieu Nendaz, MD, MHPE
• University of Geneva
• Faculty of Medicine

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Step 1 Clarify unknown terms in the problem

• Students
• Identify important problem features
• Clarify unknown terms (dictionary)
• Tutor
• Verify understanding

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Step 2 Define the problem

• Students
• Summarize the problem
• List questions to be answered
• Tutor
• Help formulate questions

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Step 3 Analyze the problem

• Students
• Utilize previous knowledge
• Brainstorm hypothesize underlying mechanisms
• Tutor
• Guide the process
• Encourage deeper knowledge
• Focus the discussions
• Watch the timing

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Step 4 Discuss and organize your explanations

• Students
• Prioritize, link, group possible explanations
• Synthesize (diagrams)
• Tutor
• Help structure the explanations
• Foster concept linking

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Step 5 Formulate learning objectives

• Students
• Utilize questions arisen during problem analysis
  to define learning objectives
• Tutor
• Help refine learning objectives

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Step 6 Self-directed learning

• Students
• Utilize proposed resources (textbooks, papers,
  websites, lectures) to find explanations to the
  problem
• Accomplish learning objectives

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Step 7 Share and apply new knowledge to explain
the problem

• Students
• Share acquired knowledge
• Explain mechanisms underlying the problem
• Verify understanding of the mechanisms
• Summarize the case with a diagram
• Tutor
• Make sure that learning objectives are achieved
• Verify depth of knowledge
• Help identify missing or wrong concepts

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Step 8 Evaluate the group learning and process

• Students
• Evaluate personal learning
• Evaluate personal and group functioning
• Tutor
• Provide feedback on students learning
• Provide feedback on group functioning

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One fundamental role of the Tutor Providing
feedback and assessment
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Feed-back

• According to students they have never enough
  feedback

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Why give feed-back

• One single reason to give a chance to students
  to improve
• Feedback ? assessment or evaluation
• Feedback must be specific
• It was great! This was not good!
• Feed-back must be prescriptive
• Here is what you can do to improve

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FEED-BACK
TO THE GROUP
TO THE INDIVIDUAL STUDENT
GROUP FUNCTIONING
LEARNING PROCESS
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Giving feed-back during the tutorial WHEN?

• Spontaneous
• Good question, good intervention
• Goal support and encourage students
• Do not penalize incorrect hypotheses
• Group learning and process evaluation
• What did you learn?
• What misconceptions could we correct?
• How did the group work?
• Make the students speak first!

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Tutor assessment of the student

• Formal assessment sheet used in GE

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(No Transcript)
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Scale Scale Scale Scale
Beyond expectations At expectations To improve No opinion
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Items A Learning behavior
Identification and synthesis of relevant issues
Curiosity
Adequate search of help if needed
Structured and clear expression
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Items B Ability to self-assessment
Open to critics
Personal initiatives to correct self-insufficiency
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Items C Attitudes toward others
Pertinent interventions
Tactful expression in case of disagreement
Listening capacity
Avoidance of value judgement on others
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Items D Global appreciation
Strengths
Weaknesses
Open comments
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Notice!

• Knowledge not summatively assessed during
  tutorials in Geneva

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In summary Tutor roles

• PBL process
• Guides the PBL process
• Focuses the discussion
• Coaches the student group leader
• Is committed to students progress

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In summary Tutor roles

• 2. Cognitive
• Guides students learning
• Encourages deep knowledge
• Promotes critical thinking
• Fosters concept integration
• Helps identify missing or wrong concepts
• Verifies students understanding and learning
  (Tutorial 2)
• Provides feedback on learning (group and student)

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In summary Tutor roles

• 3. Group dynamics
• Encourages each students participation
• Regulates students contribution (shy vs
  verbose.)
• Provides feedback on group functioning
  (individual and group)