Agnes Tiwari
Problem-based learning (PBL) has been described as the “most significant innovation in education for professions for many years”. Specifically, PBL aims to provide opportunities for students to develop and practice thinking processes essential for problem-solving and decision-making. Furthermore, by linking theory with practice, PBL encourages students to apply relevant and meaningful information to real-life situations. Thus, PBL should be a more interesting way of learning and students’ learning should also be optimized. However, PBL is sensitive to context and how PBL tutorials are facilitated affects students’ learning outcomes.
In this presentation, the challenges to facilitators and students participating in PBL tutorials are examined. In particular, how the performance of students and facilitators during the tutorials may impact on group interaction, active participation and clinical reasoning are explored. The skills and strategies needed for improving the tutorial process are suggested. Examples of the application of such skills and strategies are also provided. Finally, attention is drawn to the need to take into account the conduct of the tutorials when evaluating the effectiveness of PBL in enhancing student learning.
