1. IN PROBLEM BASED LEARNING .
TUTOR
IN PROBLEM BASED LEARNING
KOJURI J .M.D. CARDIOLOGIST INTERVENTIONIST. FULL PROFESSOR OF SHIRAZ UNIVERSITY OF MEDICAL SCIENCES
برگزارکننده : مرکزمطالعات و توسعه آموزش پزشکی شیراز
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2. DAVIS. HARDEN. AMEE GUIDE MEDICAL TEACHER 1999
WHAT IS PBL
Active learning stimulated by and focused round a problem.
Since 30 years ago
RULEG VS. EGRUL
Move away from spoon feeding, passive teaching to more active teaching in which the students actively participate in solving a problem and learning around that problem.
Successful PBL need trained and motivated teachers which play a different role from traditional teachers , they are facilitators, not information and data loaders
Tutors need special education and participation in PBL course and need tutor guide sheet.
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DAVIS. HARDEN. AMEE GUIDE MEDICAL TEACHER 1999

3. TYPES OF TUTOR
Tutors should know the curriculum and the course , and appropriately trained in dynamics of groups conduction and facilitation.
There are three types of tutors:
* Subject matter expert * Non expert tutors
* Have not medical experties
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4. TUTORS ROLE
Tutors are facilitators and guides for students , they are not lecturers.
They produce safe and free environment for every student to participate actively, and express their opinions round that problem.
Avoid criticism and support every correct and incorrect ideas to be expressed.
Actively support student centered teaching (SPICES model harden 1984).
Guide the students to reach the correct answers, from the best educational ways and help them and support them to search the resources and facilitates group dynamics and team working.
Tutors should not give the students solutions and guide them toward the aim that he or she want, on the other hand tutor should not lecture and give them the correct answers but just help them actively to experience different ways and move toward the correct solutions.!!!!
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5. TUTOR ROLE
How can I guide students toward the best answers without giving them information and tell them that they are true or wrong?
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6. BARROWS HS .PBL SPRINGER 1980
TUTOR ROLE
What are the students mistakes in a dynamic group?
REACHING A WRONG CONCLUSIONS.
NEGLECT THE OTHER POSSIBLE WAYS.
SUPERFICIAL APPROACHES MAKE THEM NOT UNDERESTAND THE PROBLEM COMPLETELY.
REACH TO A SILENCE WITHOUT ANY SOLUTIONS.
USING OR EXPLAINING THE WRONG INFORMATIONS.
MOVE AWAY FROM THE MAIN GOALS OF SESSION.
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BARROWS HS .PBL SPRINGER 1980

7. TUTOR ROLE
How can a tutor help the students to correct themselves and move toward the goals of the session?
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8. TUTOR ROLE
APPROPRIATE QUESTIONING IS ONE OF THE MOST IMPORTANT MEANS OF PRESERVING GROUP DYNAMIC AND CORRECTING THEM WITHOUT GIVING THEM INFORMATIONS.
KNOWING WHEN AND HOW TO ASK QUESTIONS IS ONE OF THE MOST IMPORTANT SKILLS OF A GOOD TUTORS.
QUESTIONS ELICIT STUDENTS REASONING.
QUESTIONS ENCORAGE STUDENTS TO MAKE CONNECTIONS.
QUESTIONS CAN CHANGE THE PATH TOWARD THE CORRECT GOALS .
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BARROW HS. PBL. SPRINGER 1980

9. QUESTIONS MAY TUTOR ASK
HOW AND WHY DO YOU REACH THIS SOLUSION?
DON’T YOU THINK THERE ARE OTHER POSSIBLE SOLUTIONS?
DO YOU AGREE WITH YOUR FRIEND?
DO YOU WANT TO GIVE MORE EXPLANATION FOR YOUR
COMMENT?
IS THIS SUFFICE, ARE YOU SATISFIED FROM YOUR REASONING?
WHAT IS THE NEXT STEP?
DO YOU WANT TO COMPLETE YOUR FIEND?
DO YOU THINK THAT WE NEED MORE INFORMATION?
ARE YOU SURE AND DO NOT NEED SOME LITERATURE REVIEW?
DO YOU SEE ANY PROGRESS TO SOLVE THE PROBLEM?
WHERE DO WE GO?
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PBL AT QUEENS(2000)

10. IMPORTANT HINTS IN QUESTIONING
ENCORAGE THE OPEN ENDED QUESTIONS.
LEARN TO TOLERATE SILENCE.
DO NOT AFRAID TO JOIN THE GROUP AS PRTICIPANT.
DO NOT DOMINATE THE GROUP WITH YOUR OPININS.
REMIND THE STUDENTS THE TOPICS WHICH ARE DISCUSSED BUT NOT FULLY UNDERESTOOD.
ENCORAGE THE STUDENTS TO FOCUS THEMSELVES TO GOALS.
PERIODICALLY REMIND THE STUDENTS HOW MUCH THEY LEARNED AND REVIEW THE CORRECT CONCLUSIONS.
LEARN HOW TO DECREASE STRESS OF GROUP.
WHEN TO STOP DISCUSSION AND REFFER STUDENTS FOR MORE TEXT SEARCH.
EXPLAIN THE DIFFERENT OPINIONS AND OPENLY DISCUSS THE QUESTIONS THAT NEED TO BE ADRESSED BY GROUP.
MAKE THE GROUP TO PRODUCE PERSUMPTIONS AND ASK THEM ABOUT THE INFORMATION THAT THEY NEED.
WANT STUDENTS TO JUDJE THEMSELVES ABOAT THE IMPROPER ANSWERS OR PERSUMPTIONS.
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HOLMES DB ET ALL.ACADEMIC MED

11. DAVIS.HARDEN. AMEE GUIDE.1999
TUTOR SUPPORT
EXTENT OF NECESSARY FACITATION
INTERNAL SUPPORT
BY STUDENT GROUP
EXTERNAL SUPPORT
BY TUTOR
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DAVIS.HARDEN. AMEE GUIDE.1999

12. HLA YEE YEE ET ALL. MEDICAL TEACHER 2006
GOOD TUTOR
MAKE AND BREAK A SESSION PROPERLY.
MOTIVATE THE STUDENTS
APPROPRIATE INTERVENTIONS PROMOTE ALIVE DISCUSSION
MEDICALLY QUALIFIED TUTORS ARE PREFFERED BY STUDENTS BECAUSE THEY ARE BETTER GUIDANCE.
SOME STUDENTS DO NOT UNDERESTAND THE PBL AND EXPECT SPOON FEEDING AND EXAM ORIENTED TEACHING
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HLA YEE YEE ET ALL. MEDICAL TEACHER 2006

13. FACILITATOR NOT INFORMATION LOADER!
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