Experiencing the role of PBL tutor

Abstract

The tutor is important for student learning in the PBL group. The students expect the tutor to monitor and steer the group process and to support the learning process, helping students to become aware of their own learning. This study aimed at investigating the PBL tutor’s role. Five PBL tutors at the Speech/Language Pathology program were interviewed regarding their view of the tutors’ role and what support they need. The analysis of the transcribed interviews focused on finding patterns and variation regarding tutor-activity at different stages in the PBL work and in their views of their progress as tutors. The results indicate that being a tutor is a balancing act and that the tutor need continuous support and input from different sources. Tutors should be encouraged to reflect on their own reactions and interventions and to be explicit and confident in their thoughts about PBL.

• Communities of practice
• feedback
• PBL
• tutoring

Acknowledgements

Thanks to the Medical Faculty, Lund University for financial support. We are further greatly indebted to the tutors and the tutor group. Thanks to Lotta Åbjörnsson, educational developer at the Center for Educational Development at Lund University who performed the interviews, to reg. SLP, Karin Öjehagen for the transcription of the interviews and to Susanna Whitling for valuable help with revising the language.