Problem-based learning in occupational therapy: why do health professionals choose to tutor?

Tremblay, Mary; Tryssenaar, Joyce; Jung, Bonny

doi:10.1080/01421590120090989

Cited by 17 publications

(27 citation statements)

References 10 publications

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“…As shown by a number of studies (e.g., Irby, 1996;Kaufman & Holmes, 1996;Tremblay et al, 2001;Dolmans & Wolfhagen, 2005; COP. We want to underline, based on our results that this should apply not only to novice tutors, but also to experienced ones.…”

Section: Discussionmentioning

confidence: 99%

“…Studies that explicitly focus on continued training and support to tutors are less common. Some exceptions are Holmes and Kaufman (1994), Kaufman and Holmes (1996), Wetzel (1996) and Tremblay, Tryssenaar and Jung (2001) The importance of tutor competence is expressed by students in course evaluations, where they state the importance of the tutor's way of intervening. The tutor is preferred not to contribute content, but to monitor and, if necessary, steer the group process and to support and encourage the students in their learning process (e.g., Irby, 1996;Jung, Tryssenaar, & Wilkins, 2005;Kaufman & Holmes, 1996).…”

Section: Introductionmentioning

confidence: 99%

“…In studies on PBL tutors' view on their tutor-role the tutors often emphasize that they enjoy being tutors (e.g., Kaufman & Holmes, 1996;Tremblay et al, 2001;Jung et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…A continuous effort to develop teacher competence is crucial for being able to develop and sustain the quality of the educational program (Baroffio et al, 2007). Furthermore, a "community of practice" is important for joint development and joint learning (Wenger, 1998) and PBL tutors need tutor networks (Tremblay et al, 2001). …”

Section: Introductionmentioning

confidence: 99%

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Experiencing the role of PBL tutor

Åhlander

Lundskog

Hansson

2013

Clinical Linguistics & Phonetics

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…In studies on PBL tutors' view on their tutor-role the tutors often emphasize that they enjoy being tutors (e.g., Kaufman & Holmes, 1996;Tremblay et al, 2001;Jung et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Experiencing the role of PBL tutor

Åhlander

Lundskog

Hansson

2013

Clinical Linguistics & Phonetics

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“…There is consensus that in preparing faculty for PBL, considerable time and energy need to be devoted to training staff for their new roles as educators and facilitators (Olmesdahl 1997;Mennin & Krackov 1998;Harden 1999;Bernier et al 2000;Bland et al 2000;Murray & SavinBaden 2000;Farmer 2004). Even experienced facilitators have identified a need for continuous support and training (Tremblay et al 2001). In Bland and colleagues' (2000) review of the literature regarding successful curriculum reform, human resource development (training, support and reward) ranked second only after leadership as a factor most likely to ensure success.…”

Section: Practice Pointsmentioning

confidence: 99%

Maximizing the value of feedback for individual facilitator and faculty development in a problem-based learning curriculum

Wyk

McLean

2007

Medical Teacher

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Background: Recruiting and retaining facilitators in problem-based learning requires considerable staff development. Providing meaningful feedback to individual facilitators should contribute to improved management of the tutorial group. Aim: To ascertain the value ascribed by facilitators to feedback they received (based on student input) regarding their performance in the small group tutorial in a new problem-based learning curriculum. Methods: Thirty-seven facilitators from a purposive sample, selected for their facilitation experience during the 2001-2003 period, completed a comprehensive survey regarding their experiences. The aspect currently being reported deals with the perceived usefulness of the feedback they received from students and from Faculty following the evaluation of their participation in the small group tutorial. Data are reported for medically qualified and non-medically qualified facilitators. Results: Both clinical (50%) but more notably the non-clinical (70%) facilitators found the feedback (individual facilitator and general report) useful. Facilitators generally preferred the qualitative comments provided by students in the open-ended section of the evaluation to the Likert scale items. Student comments were valued for the specific direction they offered facilitators to reflect and improve on their management of the small group. For this feedback to be more useful, however, facilitators believed that it needed to be completed by more students who took time to critically engage with the criteria and reflect more honestly on their experiences. In addition, facilitators requested for feedback reports to be made available sooner such that they could improve their facilitation skills for the next group of students. Conclusions: Both qualitative and quantitative feedback are important for facilitator development and training. While quantitative feedback is important for summative purposes (e.g. quality assurance and promotion), individual student comments provide more formative feedback, allowing facilitators to reflect on and improve their management of the small group. In order for the feedback to be valid, the majority of students had to participate. Facilitators should receive feedback in time to allow them to modify their activities for the new group.

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An evaluation of a problem‐based learning experience in an occupational therapy curriculum in the UK

Spalding

2010

Occupation Therapy Intl

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The objectives of the study was to evaluate an adapted approach to problem-based learning (PBL) on a pre-registration Masters course in Occupational Therapy at the University of East Anglia in the UK. The adaptation, named placement PBL, required students to write and select the material based on their placement experiences, for the cohort's learning. The evaluation purpose was to determine the students' views of the efficacy of placement PBL for facilitating their learning in the final 3 months of their pre-registration education. Placement PBL was evaluated using both questionnaires and focus groups, with two cohorts of students for data collection. Placement PBL was seen to provide current, relevant and complex learning scenarios that help students to move from a theoretical understanding to application of theory in the complexity of actual service situations. The authors conclude that placement PBL has the potential to prepare students for the transition from student to qualified practitioner. Both researchers were also the PBL tutors which may have affected the students' honesty in their feedback. Further research is indicated for ongoing evaluations of the effectiveness of PBL in helping students to become confident occupational therapy clinicians, and comparative studies with other learning approaches.

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Problem-based learning in occupational therapy: why do health professionals choose to tutor?

Cited by 17 publications

References 10 publications

Experiencing the role of PBL tutor

Experiencing the role of PBL tutor

Maximizing the value of feedback for individual facilitator and faculty development in a problem-based learning curriculum

An evaluation of a problem‐based learning experience in an occupational therapy curriculum in the UK

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