Roles of students and tutors during the PBL process

Anne Baroffio, PhD

Mathieu Nendaz, MD, MHPE

University of Geneva –

Faculty of Medicine

2

Step 1: Clarify unknown terms in the problem

StudentsIdentify important

problem featuresClarify unknown terms

(dictionary)

TutorVerify understanding

The 8 steps of PBL

1. CLARI FY unknown terms in the problem.

4. DI SCUSS AND ORGANI ZE

your explanations 5. F

OR

MU

LA

TE y

ou

r

learn

ing

ob

jecti

ves

3. ANALYZE the problem

2. DEFI NE the problem

8. EVALUATE the group learning and process

6. SELF-DI RECTED LEARNI NG

7. SHARE and APPLY the new knowledge in explaining the problem

3

Step 2: Define the problem

StudentsSummarize the problemList questions to be

answered

TutorHelp formulate questions

The 8 steps of PBL

1. CLARI FY unknown terms in the problem.

4. DI SCUSS AND ORGANI ZE

your explanations 5. F

OR

MU

LA

TE y

ou

r

learn

ing

ob

jecti

ves

3. ANALYZE the problem

2. DEFI NE the problem

8. EVALUATE the group learning and process

6. SELF-DI RECTED LEARNI NG

7. SHARE and APPLY the new knowledge in explaining the problem

4

Step 3: Analyze the problem

StudentsUtilize previous knowledgeBrainstorm : hypothesize

underlying mechanisms

TutorGuide the processEncourage deeper

knowledgeFocus the discussionsWatch the timing

The 8 steps of PBL

1. CLARI FY unknown terms in the problem.

4. DI SCUSS AND ORGANI ZE

your explanations 5. F

OR

MU

LA

TE y

ou

r

learn

ing

ob

jecti

ves

3. ANALYZE the problem

2. DEFI NE the problem

8. EVALUATE the group learning and process

6. SELF-DI RECTED LEARNI NG

7. SHARE and APPLY the new knowledge in explaining the problem

5

Step 4: Discuss and organize your explanations

StudentsPrioritize, link, group

possible explanationsSynthesize (diagrams)

TutorHelp structure the

explanationsFoster concept linking

The 8 steps of PBL

1. CLARI FY unknown terms in the problem.

4. DI SCUSS AND ORGANI ZE

your explanations 5. F

OR

MU

LA

TE y

ou

r

learn

ing

ob

jecti

ves

3. ANALYZE the problem

2. DEFI NE the problem

8. EVALUATE the group learning and process

6. SELF-DI RECTED LEARNI NG

7. SHARE and APPLY the new knowledge in explaining the problem

6

Step 5: Formulate learning objectives

StudentsUtilize questions arisen

during problem analysis to define learning objectives

TutorHelp refine learning

objectives

The 8 steps of PBL

1. CLARI FY unknown terms in the problem.

4. DI SCUSS AND ORGANI ZE

your explanations 5. F

OR

MU

LA

TE y

ou

r

learn

ing

ob

jecti

ves

3. ANALYZE the problem

2. DEFI NE the problem

8. EVALUATE the group learning and process

6. SELF-DI RECTED LEARNI NG

7. SHARE and APPLY the new knowledge in explaining the problem

7

Step 6: Self-directed learning

StudentsUtilize proposed resources

(textbooks, papers, websites, lectures…) to find explanations to the problem

Accomplish learning objectives

The 8 steps of PBL

1. CLARI FY unknown terms in the problem.

4. DI SCUSS AND ORGANI ZE

your explanations 5. F

OR

MU

LA

TE y

ou

r

learn

ing

ob

jecti

ves

3. ANALYZE the problem

2. DEFI NE the problem

8. EVALUATE the group learning and process

6. SELF-DI RECTED LEARNI NG

7. SHARE and APPLY the new knowledge in explaining the problem

8

Step 7: Share and apply new knowledge to explain the problem

StudentsShare acquired knowledgeExplain mechanisms

underlying the problemVerify understanding of the

mechanismsSummarize the case with a

diagramTutor

Make sure that learning objectives are achieved

Verify depth of knowledgeHelp identify missing or wrong

concepts

The 8 steps of PBL

1. CLARI FY unknown terms in the problem.

4. DI SCUSS AND ORGANI ZE

your explanations 5. F

OR

MU

LA

TE y

ou

r

learn

ing

ob

jecti

ves

3. ANALYZE the problem

2. DEFI NE the problem

8. EVALUATE the group learning and process

6. SELF-DI RECTED LEARNI NG

7. SHARE and APPLY the new knowledge in explaining the problem

9

Step 8: Evaluate the group learning and process

StudentsEvaluate personal learningEvaluate personal and

group functioning

TutorProvide feedback on

students’ learningProvide feedback on group

functioning

The 8 steps of PBL

1. CLARI FY unknown terms in the problem.

4. DI SCUSS AND ORGANI ZE

your explanations 5. F

OR

MU

LA

TE y

ou

r

learn

ing

ob

jecti

ves

3. ANALYZE the problem

2. DEFI NE the problem

8. EVALUATE the group learning and process

6. SELF-DI RECTED LEARNI NG

7. SHARE and APPLY the new knowledge in explaining the problem

One fundamental role of the Tutor :Providing feedback and assessment

Feed-back

According to students… they have never enough feedback

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Why give feed-back

One single reason: to give a chance to students to improve

Feedback assessment or evaluationFeedback must be specific

It was great…! This was not good…!

Feed-back must be prescriptive Here is what you can do to improve…

FEED-BACK

TO THE GROUPTO THE INDIVIDUAL

STUDENT

LEARNING PROCESSGROUP

FUNCTIONING

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Giving feed-back during the tutorial: WHEN?

Spontaneous: o Good question, good intervention…

o Goal: support and encourage students

o Do not penalize incorrect hypotheses

Group learning and process evaluationo What did you learn?

o What misconceptions could we correct?

o How did the group work?

o Make the students speak first!

Tutor assessment of the student

Formal assessment sheet used in GE

Scale

Beyond expectations

At expectations

To improve No opinion

Items A: Learning behavior

Identification and synthesis of relevant issues

Curiosity

Adequate search of help if needed

Structured and clear expression

Items B: Ability to self-assessment

Open to critics

Personal initiatives to correct self-insufficiency

Items C: Attitudes toward others

Pertinent interventions

Tactful expression in case of disagreement

Listening capacity

Avoidance of value judgement on others

Items D: Global appreciation

Strengths

Weaknesses

Open comments

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Notice!

Knowledge not summatively assessed during tutorials in Geneva

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In summary: Tutor roles

1. PBL process

Guides the PBL process Focuses the discussion Coaches the student group leader Is committed to students’ progress

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In summary: Tutor roles

2. Cognitive

Guides students’ learning Encourages deep knowledge Promotes critical thinking Fosters concept integration Helps identify missing or wrong concepts Verifies students’ understanding and learning (Tutorial 2) Provides feedback on learning (group and student)

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In summary: Tutor roles

3. Group dynamics

Encourages each student’s participation Regulates students’ contribution (shy vs verbose….) Provides feedback on group functioning (individual and

group)