Papinczak Tracey, Tunny Terry, Young Louise
Discipline of Medical Education, School of Medicine, University of Queensland, Brisbane, Queensland, Australia.
Med Educ. 2009 Apr;43(4):377-83. doi: 10.1111/j.1365-2923.2009.03293.x.
Tutors in problem-based learning (PBL) tutorials have a complex role to play in facilitating students' learning. This includes providing support for students' acquisition of content knowledge and skills in critical thinking, coaching of group processes and modelling of reflective practice. Few studies which investigate the key role of tutors in the PBL tutorial process are qualitative in design.
This study explores the nature and technique of facilitation provided by PBL tutors from the students' viewpoint. Data were obtained from written responses to an open-ended question asking students about the effectiveness of their PBL tutor(s) and from in-depth interviews carried out with two randomly selected students.
Three main themes arose from the inductive analysis of qualitative data: (i) role confusion by tutors; (ii) tutor management of sensitive issues, and (iii) facilitation 'style'. The theme of tutors' facilitation style was dominant and three sub-categories were apparent. These were: (i) managing the learning in PBL tutorials; (ii) facilitating group processes, and (iii) guiding group discussion.
Findings highlight the need for tutors to regularly review the PBL tutorial processes and group dynamics within the tutorial setting. These findings have implications for tutor training and programmes of ongoing professional development for PBL facilitators.
基于问题的学习（PBL）辅导课中的导师在促进学生学习方面发挥着复杂的作用。这包括为学生获取批判性思维方面的知识和技能提供支持，指导小组活动过程以及示范反思性实践。很少有研究调查导师在PBL辅导过程中的关键作用，其设计多为定性研究。
本研究从学生的角度探讨PBL导师提供的辅导性质和技巧。数据来自对一个开放式问题的书面回答，该问题询问学生其PBL导师的有效性，以及来自对两名随机挑选的学生进行的深度访谈。
对定性数据的归纳分析产生了三个主要主题：（i）导师角色混乱；（ii）导师对敏感问题的处理，以及（iii）辅导“风格”。导师辅导风格这一主题占主导地位，并且出现了三个子类别。它们是：（i）管理PBL辅导课中的学习；（ii）促进小组活动过程，以及（iii）引导小组讨论。
研究结果强调导师需要定期回顾PBL辅导过程以及辅导课环境中的小组动态。这些发现对导师培训以及PBL辅导员的持续专业发展计划具有启示意义。
