From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study

Figures & data

Fig. 1 Student and tutor participants in the IPA study.

Table 1 The themes in students’ and tutors’ experiences of PBL coaching

Super-ordinate theme	Sub-ordinate theme
1. Mindsets of coaching and learning	• Positive attitude of coaching
	• Resistance of change
	• Mixture of lecturing and coaching
2. Development of learning dispositions and capacities	• Lifelong learning dispositions
	• Higher-order learning capacities
	• Professional abilities in medical/clinical settings
3. Student group collaboration	• Group dynamics
	• Tutor facilitation in group work
	• The special role of student hair
4. Coaching relationship	• Multi-faceted relationship
	• Mutual feedback
5. Personal and professional development	• Psychological health and well-being
	• Medical humanities and empathy
	• Professional identity
6. Challenges and difficulties in implementation