ISSAM BARRIMAH
What is the function of the tutor in PBL session How directive should the tutor be? What are the necessary facilitating skills he should have? Should the tutor be a content expert? Should the tutor transmit information? How much, when and how?
To develop clinical reasoning skills, critical thinking and decision making strategies To foster self-directed learning To achieve integration across disciplines To promote small group learning To prepare students for life long learning To acquire skills of team work
Every one has the right to express his view Debate rather than argue issues Do not spend too much time on one issue Respect each other Focus on discussion and avoid side talks
Attendance and punctuality are mandatory All mobile phones should be turned off Group should use white board as they discuss Group should not make short cuts or skip a step Problem should be discussed in the outlined sequence
Differing definitions of expertise, Expectations of the role of the PBL tutor, and The structure and context of the PBL environment.
Raising awareness ◦ To expand the group discussion on to a higher cognitive level Facilitating the group process ◦ To ensuring that the group process flowed well Directing learning ◦ To signal an end to the students’ discussion
Evaluating Summarizing Giving feedback Informing Directing learning Elicitation Re-elicitation Prompting Refocusing Facilitating
Tutor should find a balance between dominating the session or completely detaching himself from the discussion
Tutor should abandon his paternalistic attitude towards students and consider them novice colleagues
Silence High anxiety Confusion about what student should do Central issue is trust vs mistrust Testing each others & leader Request for greater leader involvement
Be clear about task expectation Respect all group members Provide positive feedback Encourage students participation Remain neutral Listen accurately
Conflict Competition over leadership, power, authority Students molds ideas, feeling, attitude to suit the group Therefore, some students remain silent while others dominate
Adopt win-win approach Listen carefully to every one Provide support to every one Clarify the importance of every one role
More acquainted with each other Active acknowledgment of others Develop sense of group belonging Feeling of relief More interaction High creativity Openness and sharing information
Group work independently Tutor provide feedback when necessary Try to avoid your temptation to provide knowledge
Not all groups reach this stage Interdependence High morale & loyalty to group Group is now task oriented
Student center Creates a motivation environment Manages time and process Uses questions effectively Manages group dynamics Ensures constructive feedback
Interrupting students Over-participating, directing Telling too many stories Promoting competition rather than cooperation Dictating pace/ rushing things Not encouraging students to go to board Not punishing students hard enough or punishing to hard
Join the group as participant Do not dominate the group Remind the group about previous topics Any intervention should be to help the learning process Encourage students to focus their discussion
Listen carefully (verbally, non-verbally) Behavior should not be rude nor patronizing Do not humiliate group members for opinion or information Differentiate value of information from value of a person Acknowledge contribution Does not interrupt inappropriately Apologize when late or gives reason
Be punctual Identifies irrelevant or excessive information Takes initiatives to maintain group dynamics Accept priority of tutorial time Describe strength or weakness in supportive manner Give prior notice of intended absence
Speaks directly to group members Use understandable words Use open-ended questions Avoid judgmental questions Resolve misunderstanding Accept and discuss emotional issues non-verbal is consistent with verbal behavior Respond to non-verbal communication of group members
Role of tutor is different from teacher’s role He is a facilitator of the learning process However, he is not passive but active