Implementing Best Practice in Training Problem-Based Learning Tutors

Jill Johnson

doi:10.24313/jpbl.2021.00017

Implementing Best Practice in Training Problem-Based Learning Tutors

Research output: Contribution to journal › Article › peer-review

Abstract

Purpose
In order to implement problem-based learning (PBL), extensive staff training is required. The purpose of this study was to qualitatively evaluate the efficacy of a training programme for inexperienced PBL tutors.
Methods
Data included anonymous feedback from programme participants, semi-structured interviews with programme participants, and feedback from students.
Results
Data from these independent sources were analysed, resulting in three main themes that painted a comprehensive picture of the success and limitations of the PBL tutor training programme: I) pedagogical knowledge of PBL was obtained but needs to be reinforced by practice; II) the mock tutorial was a relevant experience; III) a written PBL tutor guide supports training efforts.
Conclusions
Using diverse sets of data, this study demonstrated that the acquisition of pedagogical knowledge is contextual and partial, and multiple sources of knowledge are required to achieve a complete and interpretable picture of the subject.

Original language	English
Pages (from-to)	24-34
Journal	Journal of Problem-Based Learning
Volume	8
Issue number	1
DOIs	https://doi.org/10.24313/jpbl.2021.00017
Publication status	Published - 28 Apr 2021

Bibliographical note

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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10.24313/jpbl.2021.00017Licence: CC BY-NC 3.0

Implementing Best Practice in Training Problem-Based Learning Tutors
© Copyright 2021 International Society for Problem-Based Learning This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Final published version, 524 KBLicence: CC BY-NC 3.0

Cite this

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title = "Implementing Best Practice in Training Problem-Based Learning Tutors",

abstract = "PurposeIn order to implement problem-based learning (PBL), extensive staff training is required. The purpose of this study was to qualitatively evaluate the efficacy of a training programme for inexperienced PBL tutors.MethodsData included anonymous feedback from programme participants, semi-structured interviews with programme participants, and feedback from students.ResultsData from these independent sources were analysed, resulting in three main themes that painted a comprehensive picture of the success and limitations of the PBL tutor training programme: I) pedagogical knowledge of PBL was obtained but needs to be reinforced by practice; II) the mock tutorial was a relevant experience; III) a written PBL tutor guide supports training efforts.ConclusionsUsing diverse sets of data, this study demonstrated that the acquisition of pedagogical knowledge is contextual and partial, and multiple sources of knowledge are required to achieve a complete and interpretable picture of the subject.",

author = "Jill Johnson",

note = "This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.",

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N2 - PurposeIn order to implement problem-based learning (PBL), extensive staff training is required. The purpose of this study was to qualitatively evaluate the efficacy of a training programme for inexperienced PBL tutors.MethodsData included anonymous feedback from programme participants, semi-structured interviews with programme participants, and feedback from students.ResultsData from these independent sources were analysed, resulting in three main themes that painted a comprehensive picture of the success and limitations of the PBL tutor training programme: I) pedagogical knowledge of PBL was obtained but needs to be reinforced by practice; II) the mock tutorial was a relevant experience; III) a written PBL tutor guide supports training efforts.ConclusionsUsing diverse sets of data, this study demonstrated that the acquisition of pedagogical knowledge is contextual and partial, and multiple sources of knowledge are required to achieve a complete and interpretable picture of the subject.

AB - PurposeIn order to implement problem-based learning (PBL), extensive staff training is required. The purpose of this study was to qualitatively evaluate the efficacy of a training programme for inexperienced PBL tutors.MethodsData included anonymous feedback from programme participants, semi-structured interviews with programme participants, and feedback from students.ResultsData from these independent sources were analysed, resulting in three main themes that painted a comprehensive picture of the success and limitations of the PBL tutor training programme: I) pedagogical knowledge of PBL was obtained but needs to be reinforced by practice; II) the mock tutorial was a relevant experience; III) a written PBL tutor guide supports training efforts.ConclusionsUsing diverse sets of data, this study demonstrated that the acquisition of pedagogical knowledge is contextual and partial, and multiple sources of knowledge are required to achieve a complete and interpretable picture of the subject.

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Implementing Best Practice in Training Problem-Based Learning Tutors

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