Brazilian medical students’ perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment

Abstract

BackgroundIn problem-based learning (PBL), the facilitator plays an important role in guiding the student learning process. However, although content expertise is generally regarded as a useful but non-essential prerequisite for effective PBL facilitation, the perceived importance of content knowledge may be subject to cultural, contextual, and/or experiential influences.AimWe sought to examine medical students’ perceptions of subject-matter expertise among PBL facilitators in a region of the world (Brazil) where such active learning pedagogies are not widely used in university or pre-university settings.ResultsOf the 252 Brazilian medical students surveyed, significantly (p≤0.001) greater proportions viewed content expert facilitators to be more effective than their non-expert counterparts at building knowledge (95% vs. 6%), guiding the learning process (93% vs. 7%), achieving cognitive learning (92% vs. 18%), generating learning goals (87% vs. 15%), and motivating self-study (80% vs. 15%). Discussion/conclusionAccording to Brazilian medical students, subject-matter expertise among PBL facilitators is essential to the learning process. We believe this widespread perception is due, in large part, to the relative lack of prior educational exposure to such pedagogies.

Evaluation of a Problem Based Learning Curriculum Using Content Analysis

“…Couto, et.al found that "subject matter expert" is very good at building knowledge (confirmed by 95% out of 252 students and assisting in generating self-study learning goals (confirmed by 87% of the subject). It shows that tutors with subject-matter expertise are very instrumental in making sure that students identify the correct learning goals [16]. The role of tutors, including how various styles of tutoring affect the success of PBL tutorial have been researched.…”

“Sage on the stage or guide on the side”—Undergraduate nursing students’ experiences and expectations of bioscience tutors in a blended learning curriculum: A qualitative study

“…Brazilian medical students where the overwhelming majority of students reported that content experts were more effective in facilitating their learning process (Couto, Bestetti, Restini, Faria, & Romão, 2015). In contrast, a Canadian study on small group teaching using a prospective randomised trial approach found that, in addition to higher academic performance, students who were taught by process experts were significantly more satisfied with the learning process in the structured small group learning environment (Peets, Cooke, Wright, Coderre, & McLaughlin, 2010).…”

Avaliação do Conhecimento de Alunos do Internato Médico sobre Pancreatite Aguda Utilizando a Aprendizagem Baseada em Problemas

“…Ainda de acordo com pesquisas de Couto et al 12 , professores que atuaram como facilitadores no método ABP, apro-veitando as diversas ideias e interesses na resolução de problemas pelos alunos e não apenas se limitando a estudos de casos teóricos, obtiveram resultados excelentes em se tratando de conteúdo de aprendizagem. Desse estudo participaram 252 alunos do curso de Medicina do quinto ao oitavo ano, com média de idades de 23,4 anos; 95% deles aprovaram plenamente os procedimentos de aprendizagem, classificando o método -com um tutor especializado que domina a área de conhecimento da matéria discutida em tutorias -como muito bom na construção do conhecimento; somente 16 estudantes (6%) concordaram similarmente quando a mesma matéria discutida em tutorias tinha um não especialista como facilitador (p < 0,0001).…”