Dolmans Diana H J M, Gijselaers Wim H, Moust Jos H C, de Grave Willem S, Wolfhagen Ineke H A P, van der Vleuten Cees P M
Maastricht University, Maastricht, The Netherlands.
Med Teach. 2002 Mar;24(2):173-80. doi: 10.1080/01421590220125277.
The tutor role in problem-based learning (PBL) has attracted the interest of many researchers and has led to an abundance of studies. This article reports on major trends in studies investigating the tutor during the past 10 years. Three major trends were observed by the authors while analysing the studies conducted: studies on the differential influence of content expert and non-content expert tutors on student achievement, studies on process variables, and studies on the relationship between tutor characteristics and differential contextual circumstances. The aim of this article is to summarize the main findings of the studies conducted so far within the three trends observed, to provide directions for educational practitioners and policy makers, and to suggest directions for future research questions. The studies included were selected by conducting a literature search in medical journals, which was complemented with the personal archives of the authors. The results of the studies conducted within the three trends of research have led to advanced insights in tutoring. The outcomes revealed that content expert tutors tend to use their subject-matter expertise more to direct the discussion in the tutorial group, whereas non-content expert tutors tend to use their process-facilitation expertise more to direct the tutorial group. Furthermore, a tutor's performance is not a stable characteristic but is partly situation specific. It is concluded that a tutor should both know how to deal with the subject matter expertise and should know how to facilitate the learning process. Faculty and policy makers should put substantial efforts into designing curricula and cases and developing tutors' skills by faculty development strategies that stimulate reflection. The research agenda should be driven more by modern educational theories of learning in which tutoring is a process aimed at stimulating constructive, self-directed, situated and collaborative learning by students. Furthermore, more qualitative studies should be conducted to gain better insights in teachers' conceptions about the tutor role and student learning to better understand their behaviours.
在基于问题的学习（PBL）中，导师角色吸引了众多研究者的关注，并引发了大量研究。本文报告了过去10年中有关导师研究的主要趋势。作者在分析所开展的研究时观察到三大主要趋势：关于内容专家型导师和非内容专家型导师对学生成绩的差异影响的研究、关于过程变量的研究以及关于导师特征与不同情境之间关系的研究。本文旨在总结在所观察到的这三大趋势范围内迄今为止所开展研究的主要发现，为教育从业者和政策制定者提供指导方向，并为未来的研究问题提出建议。所纳入的研究是通过在医学期刊上进行文献检索挑选出来的，并辅以作者的个人存档资料。在这三大研究趋势范围内所开展研究的结果带来了对辅导方面更深入的见解。结果显示，内容专家型导师往往更多地运用其学科专业知识来引导辅导小组中的讨论，而非内容专家型导师则往往更多地运用其促进过程的专业知识来引导辅导小组。此外，导师的表现并非一个稳定的特征，而是部分取决于具体情境。结论是，导师既应懂得如何运用学科专业知识，又应懂得如何促进学习过程。教师和政策制定者应大力投入设计课程和案例，并通过促进反思的教师发展策略来培养导师的技能。研究议程应更多地由现代学习教育理论推动，在这些理论中，辅导是一个旨在激发学生进行建设性、自主、情境化和协作式学习的过程。此外，应开展更多定性研究，以更好地了解教师对导师角色和学生学习的观念，从而更好地理解他们的行为。
