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Problem-based learning tutors' conceptions of their development as tutors.

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Title: Problem-based learning tutors' conceptions of their development as tutors.
Authors: Hendry, Graham D.1 (AUTHOR) grahamh@gmp.usyd.edu.au
Source: Medical Teacher. Feb2009, Vol. 31 Issue 2, p145-150. 6p. 1 Chart.
Subject Terms: *Problem-based learning, *Teacher-student relationships, *Teaching methods, *Tutors & tutoring, *Psychological feedback, *Cognition
Abstract: Background: The quality of student learning in hybrid problem-based learning (PBL) programs depends on PBL tutors' being effective in their role. Aims: To explore PBL tutors' conceptions of their role and how they grow and develop as tutors, and map tutors' views to an emergent hierarchy of conceptions. Method: Participants were 29 tutors who had tutored in at least one 'block' of study in academic years 1-2 in the first half of 2007 in a 4-year, graduate-entry hybrid PBL medical program. Qualitative phenomenographic analysis was used to categorize tutors' written responses. Results: Four qualitatively different categories of conception of the PBL tutor role emerged. Categories increased in complexity and more complex conceptions included the preceding view. Analysis of tutors' conceptions of how they grow and develop as tutors also revealed four categories of increasing complexity. There was homogeneity in the relations between levels of sophistication in conceptions of the tutor role and developing as a tutor. Conclusions: To help tutors become more effective in their role, development programs may need to engage tutors in thinking about how they develop as teachers, and in particular encourage them to solicit their own face-to-face student feedback. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Problem-based learning tutors' conceptions of their development as tutors.
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  Data: <searchLink fieldCode="AR" term="%22Hendry%2C+Graham+D%2E%22">Hendry, Graham D.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> grahamh@gmp.usyd.edu.au</i>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Feb2009, Vol. 31 Issue 2, p145-150. 6p. 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink>
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  Data: Background: The quality of student learning in hybrid problem-based learning (PBL) programs depends on PBL tutors' being effective in their role. Aims: To explore PBL tutors' conceptions of their role and how they grow and develop as tutors, and map tutors' views to an emergent hierarchy of conceptions. Method: Participants were 29 tutors who had tutored in at least one 'block' of study in academic years 1-2 in the first half of 2007 in a 4-year, graduate-entry hybrid PBL medical program. Qualitative phenomenographic analysis was used to categorize tutors' written responses. Results: Four qualitatively different categories of conception of the PBL tutor role emerged. Categories increased in complexity and more complex conceptions included the preceding view. Analysis of tutors' conceptions of how they grow and develop as tutors also revealed four categories of increasing complexity. There was homogeneity in the relations between levels of sophistication in conceptions of the tutor role and developing as a tutor. Conclusions: To help tutors become more effective in their role, development programs may need to engage tutors in thinking about how they develop as teachers, and in particular encourage them to solicit their own face-to-face student feedback. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/01421590802146026
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      – Code: eng
        Text: English
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        PageCount: 6
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      – SubjectFull: Problem-based learning
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Teaching methods
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      – SubjectFull: Tutors & tutoring
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      – SubjectFull: Psychological feedback
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      – SubjectFull: Cognition
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              Text: Feb2009
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