Tutor Role in Tutor Role in Problem Based LearningProblem Based Learning

ByBy

Mohammad Osamah Ibrahim Mohammad Osamah Ibrahim AloughdaAloughda

M.B., B. Ch., M. Sc.,M.B., B. Ch., M. Sc., Ph. D. Ph. D. (Path.), MHPE (Educ.)(Path.), MHPE (Educ.)

Professor of PathologyProfessor of Pathology

Expected Goals of the Expected Goals of the Present SessionPresent Session

Define tutor, how he differs from Define tutor, how he differs from teacherteacher

Tutor as part of successful group Tutor as part of successful group learninglearning

Recognize tutor functions in Recognize tutor functions in small group discussionssmall group discussions

TOPICSTOPICS

Tutors as educatorsTutors as educators Tutor & teachersTutor & teachers Tutor functions in PBLTutor functions in PBL The effective tutor!The effective tutor! Groups; tutors & performancesGroups; tutors & performances

BackgroundBackground

Tutor + problem + group = PBLTutor + problem + group = PBL All of the previous factors, mutually All of the previous factors, mutually

contribute to each other .contribute to each other . Also, maintenance and progress of Also, maintenance and progress of

group functioning in PBL; is largely group functioning in PBL; is largely steered by an effective tutor . steered by an effective tutor .

Tutor

Group Dynamics

Problem to be

Solved

SuccessfulPBL

A tutorA tutor!!A university educator who leads a A university educator who leads a

task-oriented group to task-oriented group to successfully achieve the successfully achieve the objectives of a PBL program in objectives of a PBL program in small groups.small groups.

An effective tutor is an important An effective tutor is an important factor for the success of PBL. factor for the success of PBL.

Tutors versus TeachersTutors versus Teachers

A tutor differs from a teacher as regards:A tutor differs from a teacher as regards:

1. Giving the learning 1. Giving the learning processprocess due priority due priority rather than to the learning rather than to the learning contentcontent

2. Performing 2. Performing coachingcoaching and and collaborationcollaboration rather than dominance & retraction.rather than dominance & retraction.

3. Paying due care to group dynamics 3. Paying due care to group dynamics

4. Being interested in promoting student 4. Being interested in promoting student development & progressdevelopment & progress

Tutor Functions in PBLTutor Functions in PBL

Facilitating learningFacilitating learning

Encourages problem solvingEncourages problem solving

Promotes critical thinkingPromotes critical thinkingStimulates self directed learningStimulates self directed learning

Enhancing group interactionEnhancing group interaction Guiding in use of resourcesGuiding in use of resources Assessing the group progress Assessing the group progress

Facilitating Learning Facilitating Learning ‘1‘1’’

Starting and ending discussionsStarting and ending discussions Promoting problem solving & deep critical thinkingPromoting problem solving & deep critical thinking Focusing attention on the relevant issuesFocusing attention on the relevant issues Moderating & linking the raised assumptions then Moderating & linking the raised assumptions then

reflecting on them to draw concepts and synthesize reflecting on them to draw concepts and synthesize usable conclusions to set up learning issuesusable conclusions to set up learning issues

Making sure that students stick to preset objectivesMaking sure that students stick to preset objectives Helping the group set up learning prioritiesHelping the group set up learning priorities Making sure that all problem items are handledMaking sure that all problem items are handled

Facilitating Learning ‘2Facilitating Learning ‘2’’

Intervention when necessary (standstill, Intervention when necessary (standstill, dead lock or side discussions, dominant dead lock or side discussions, dominant member, unpleasant arguments etc)member, unpleasant arguments etc)

Guiding students in case they sneak into Guiding students in case they sneak into errors overlooked by the grouperrors overlooked by the group

Asking non directive open ended questionsAsking non directive open ended questions Summarizing, connecting issues & filling Summarizing, connecting issues & filling

gapsgaps Help the group formulate learning issuesHelp the group formulate learning issues

Tutor Functions in PBLTutor Functions in PBL

Facilitating learningFacilitating learning

Encourages problem solvingEncourages problem solving

Promotes critical thinkingPromotes critical thinkingStimulates self directed learningStimulates self directed learning

Enhancing group interactionEnhancing group interaction Guiding in use of resourcesGuiding in use of resources Assessing the group progress Assessing the group progress

Enhancing group Enhancing group interactioninteraction

Assuring physical set up of the group: etcAssuring physical set up of the group: etc Breaking barriers (in first meetings) Breaking barriers (in first meetings) Creating pleasant atmosphereCreating pleasant atmosphere Calling members with their namesCalling members with their names Assuring the participation of all membersAssuring the participation of all members Managing conflict in opinionsManaging conflict in opinions Emphasizing key points raised by group Emphasizing key points raised by group

membersmembers Encouraging self running of the groupEncouraging self running of the group

Guiding in use of Guiding in use of resourcesresources

Tutors guide learners to the Tutors guide learners to the appropriate learning resources appropriate learning resources that meet their learning needs.that meet their learning needs.

Encourage use of references, Encourage use of references, dictionaries, audiovisuals, dictionaries, audiovisuals, internet.internet.

Expert tutor may help if Expert tutor may help if requested requested by students to cross by students to cross over a stand stillover a stand still

Assessing Group ProgressAssessing Group Progress

Formative assessment of Formative assessment of student learning achievementstudent learning achievement

Giving feed back on group Giving feed back on group performanceperformance

Self & peer assessment of:Self & peer assessment of:The learning processThe learning process

The problemThe problem

The tutor’s roleThe tutor’s role

Barriers to Tutor RoleBarriers to Tutor Role

Some of the difficulties that canSome of the difficulties that can

negatively affect the tutor role are:negatively affect the tutor role are:

1.1. Related to the Tutor himselfRelated to the Tutor himself

2.2. Related to studentsRelated to students

3.3. Related to the problemRelated to the problem

Barriers to Tutor RoleBarriers to Tutor Role

Some of the common barriers are:Some of the common barriers are:

1.1. Language skills Language skills

2.2. Students’ perceptions of tutor roleStudents’ perceptions of tutor role

3.3. Previous training & knowledge Previous training & knowledge

Tutor Skills practiced in Tutor Skills practiced in PBLPBL

1. 1. Communication skillsCommunication skills2. Leadership skills2. Leadership skills3. Conflict managing skill3. Conflict managing skill4. Decision making skill4. Decision making skill5. Time management skill5. Time management skill6. Organizational skills6. Organizational skills

The Effective TutorThe Effective Tutor

An effective tutor should be:An effective tutor should be: PleasantPleasant SkillfulSkillful Facilitator of learningFacilitator of learning Convinced of PBLConvinced of PBL Available as learning resourceAvailable as learning resource Credible evaluatorCredible evaluator

ConclusionConclusion

An effective tutor is the most crucial An effective tutor is the most crucial part in the success of PBL processpart in the success of PBL process

The tutor role in PBL, is facilitating The tutor role in PBL, is facilitating learning & assessing group progresslearning & assessing group progress

Enhancement of tutor competencies Enhancement of tutor competencies reduces differences between small reduces differences between small groups and augments performancegroups and augments performance