1. PBL TUTOR TRAINING Being a PBL Tutor Session 2 of the PBL tutor training

2. Learning Outcomes By the end of the session all participants should: Have revised the Barts 7-step model of PBL Understand more of PBL’s potential benefits to student learning Consider group processes and their impact on learning Have explored more fully the report-back stage (Step 7) Have gained experience of dealing with different types of group behaviour

3. Carry out Step 7 In your groups feedback on your research on Thunderstorms for 15 mins Review your learning experience as individuals within the group and identify helpful group dynamics

4. Group Dynamics The 4 stages : Forming Storming Norming Performing

5. Group dynamics: Functional behaviour Asking for information Giving information Summarising Initiating Clarifying Elaborating

6. Non-functional behaviour Dominating Competing Withdrawing Absenting Having private conversations Clowning around Undermining other students Relying too much on the tutor Rushing through the first 5 Steps, or skipping Step 4

7. Students’ Learning Strategies SURFACE LEARNING Task-oriented. May lack clear context. Rote learning to pass a test. Often ‘factual’. Quickly forgotten. DEEP LEARNING Meaning-oriented. Learning in context, re-use and extension of learning. Often ‘skilful’. Remembered. STRATEGIC LEARNING Success-oriented. Organised approach. May combine superficial and deep learning.

8. Second PBL Scenario 2 Complete steps 1-5 in your new group

9. Advice for PBL tutors Think empower, not control Get feedback on your teaching style Do not rush to ask questions or provide information One of the students in your group will soon say what you want to say Teach the joy of learning by discovery Monitor the type and timing of your interventions (Azer 2005)

10. Advice for PBL tutors (cont.) Ask questions that allow students to assess, evaluate, compare, weigh evidence, make priorities, interpret, seek information... Guide questions to use their own knowledge to construct their own flow diagrams and mechanisms Ask students to provide reasoning behind their opinions (Azer, 2005)

11. Practicalities Sign up to facilitate – your institute will have a lead e.g. Jon Fuller (IHSE) Arrange to observe someone (if you feel you need to) 1-2 weeks before the start date you will receive an E-mail with a tutor guide, attendance register, feedback sheets, location information and SAQs + answers Might be helpful to carry some white board markers 1 st session: introductions, ground rules, reminder re process Report non-attendance 1 session missed?, 2 yes Keep notes on progress i.e. SAQ scores and contribution to the group for Feedback4You sheets

12. Assessment of PBL Assessment (summative and formative) Attendance Write-up of a PBL Formative short-answer questions on some/all PBLs Feedback Individual feedback to student at end of module Marked SAQs and PBL write-up

13. Research on PBL Still contested Albanese M (2010) Review of studies – improved performance at examination (Hoffman 2006) better performance in clinical knowledge sections Schafer (2006) self report increase in strength of generic competences Schmidt (2006) ‘not for faint-hearted’

14. Looking Ahead How do you feel about the prospect of being a PBL tutor? Try to observe an expert PBL tutor in action in the near future Register for a QM+ account

15. References Albanese, M. (2010) Problem-Based Learning. In Swanwick T (ed) Understanding Medical Education Wiley-Blackwell, Edinburgh: Association for the Study of Medical Education Azer S.A. (2005) Challenging facing PBL tutors:12 tips for successful group facilitation. Medical Teacher 27, 676 – 681. Bligh, J. (2000) Problem-based learning: the story continues to unfold. Medical Education 34, 688-689 Colliver, J. (2000) Effectiveness of problem-based learning curricula. Academic Medicine 75, 259-266 Norman, G.R. & Schmidt, H.G. (2000) Effectiveness of problem-based learning: theory, practice and paper darts. Medical Education 34, 724- 728