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Problem-based learning (PBL): tutor perception of group work and learning
Linköping University, Department of Medical and Health Sciences, Division of Cardiovascular Medicine. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Heart and Medicine Center, Department of Thoracic and Vascular Surgery.
Linköping, Sweden.
Linköping University, Department of Medical and Health Sciences, Division of Cardiovascular Medicine. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Heart and Medicine Center, Department of Clinical Physiology in Linköping. Linköping University, Center for Medical Image Science and Visualization (CMIV).
Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Anaesthetics, Operations and Specialty Surgery Center, Department of Neurosurgery.
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2014 (English)In: MedEdPublish, ISSN 2312-7996, Vol. 3, no 46, 1-11 p.Article in journal (Refereed) Published
Abstract [en]

Introduction: This paper reports a survey on how PBL is perceived by tutors. A questionnaire including 45 questions answered on a Likert-type scale, and an open question was constructed. The aim was to identify factors that tutors believe promote or impede student learning. All faculty tutors (116) teaching five different student semester cohorts at our medical college during the Spring Term of 2013 were included. Seventy-four tutors responded (64%). Methods:Descriptive statistics, explorative factor analysis.Results:Factor analysis identified five factors which explained 52 % of the variation. These factors were: PBL as a pedagogic method; tutoring problem analysis in the group; barriers to student learning; the tutor ́s role in the group; and the relationship betweentheory and practice. The model as a whole showed high reliability (Chrombach ́s alpha = 0,81). When responding to the open question, the tutors suggested organizational changes, improvement in tutor competence, clear goals in the curriculum, and smaller tutorial groups/miscellaneous. Conclusions:The tutors’ approach adhered to classical PBL methodology, and they considered it to be a good instrument for student learning. The tutorial group was seen as promoting learning. Problems related to group dynamics and tutor competence were considered a hindrance to learning.

Place, publisher, year, edition, pages
MedEdWorld , 2014. Vol. 3, no 46, 1-11 p.
Keyword [en]
Problem - based learning, group work, tutor, competence, self - directed learning
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URN: urn:nbn:se:liu:diva-121186DOI: 10.15694/mep.2014.003.0046OAI: oai:DiVA.org:liu-121186DiVA: diva2:852337
Available from: 2015-09-08 Created: 2015-09-08 Last updated: 2015-10-22Bibliographically approved

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Szabó, ZoltánNylander, EvaTheodorsson, AnnetteDavidson, Bo

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Szabó, ZoltánNylander, EvaTheodorsson, AnnetteDavidson, Bo
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Division of Cardiovascular MedicineFaculty of Medicine and Health SciencesDepartment of Thoracic and Vascular SurgeryDepartment of Clinical Physiology in LinköpingCenter for Medical Image Science and Visualization (CMIV)Division of Neuro and Inflammation ScienceDepartment of NeurosurgeryEducation and SociologyFaculty of Arts and Sciences
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CiteExportLink to record
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