Kindler 2016 © Adapted from Gwee, 2009 Kindler 2016 ©

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Presentation transcript:

Kindler 2016 ©

Adapted from Gwee, 2009 Kindler 2016 ©

Principles of PBL Problems/cases are used to trigger learning Students collaborate in small groups Learning is facilitated by a trained tutor The curriculum provides sufficient time for self-study Adapted from Schmidt et al., 2011 The curriculum includes a limited number of lectures Kindler 2016 ©

Adapted from: PBL General Tutor Training, Faculty of Medicine, UBC Kindler 2016 ©

Adapted from: PBL General Tutor Training, Faculty of Medicine, UBC Kindler 2016 ©

Adapted from: PBL General Tutor Training, Faculty of Medicine, UBC Kindler 2016 ©

COACHING FADING MODELLING Adapted from: PBL General Tutor Training, Faculty of Medicine, UBC Kindler 2016 ©

Adapted from: PBL General Tutor Training, Faculty of Medicine, UBC Kindler 2016 ©

Kindler et al., 2012

HKU HKU Freq. (%) Student relying on anecdotal or questionable information Student relying on anecdotal 40 or questionable information Student questioning usefulness of PBL Student questioning usefulness 40 of PBL Student questioning tutor’s expertise as facilitator Student questioning tutor’s 34 expertise as facilitator Kindler 2016 ©

HKU Tutor providing feedback to Successful group during designated session Tutor not intervening but Successfu l allowing the group to self-regulate Group providing feedback Successful during designated session Kindler 2016 ©