Becoming a tutor: exploring the learning experiences and needs of novice tutors in a PBL programme

Abstract

The tutor plays an important role in facilitating learning in a problem-based learning (PBL) curriculum. This paper explored the ways that novice tutors were educated in a PBL programme at McMaster University. Thirteen novice tutors were interviewed in this qualitative, ethnographic study to identify their learning needs and culture at the entry phase of ‘becoming a tutor’. Ten tutor guides were also interviewed to provide additional information and perspectives regarding the data generated by the novice tutors. Categories that emerged were: (1) benefiting from the experience, (2) managing the challenges, (3) transitioning to a new role, (4) uncovering learning opportunities, (5) maintaining vigilance, and (6) explicating the implicit. The overarching framework that wove the categories together was that of the theme of storytelling in the teaching–learning process. Implications for practice for tutor training are addressed considering the oral tradition.

Notes

Notes on contributors

BONNY JUNG, MEd BSc(OT) is an Occupational Therapist and Assistant Professor at the SRS. She has clinical experience in working with adults with physical and mental health issues. Her educational research foci have been on exploring: learning issues of students in clinical practice; models of supervision used in the practice setting; and learning needs of tutors.

JOYCE TRYSSENAAR, MEd BSc(OT) is an Occupational Therapist and Associate Professor at the SRS. Her clinical research interests are in work with underserved populations including persons with serious mental illness and persons who are homeless. Her educational research interests lie in exploring effective curriculum, reflective practice and the training and retention of tutors.

SEANNE WILKINS, PhD, BSc(OT) is an Occupational Therapist and Associate Professor at the SRS. She has graduate education in social gerontology and community health. Her areas of research interest are ageing, chronic illness and self-concept, women's health, community health and qualitative research. Prior to coming to McMaster University, she held a variety of clinical and administrative positions.