![Sample our Medicine, Dentistry, Nursing & Allied Health journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5944/TOC-Subject-Sample-2021-Medicine-Dentistry-Nursing-Allied-Health.jpg"})
Abstract
One of the main tasks of a problem-based learning (PBL) tutor is to facilitate group discussion. Group facilitation is about process rather than content. In this process, a tutor helps the group increase their skills and progress in their discussion. Several studies have highlighted strategies and training used in preparing PBL tutors. However, PBL tutors usually feel that it is not that easy to change their teaching style to the PBL format. They are sometimes unsure about their role or what strategy they might use to facilitate their students’ discussion. This article in the ‘12 Tips’ series is a detailed description of, and provides answers to, common challenges faced by PBL tutors. The tips provided in this manuscript should help tutors with practical answers. The article may be useful to PBL tutors, medical and health educators and those responsible for PBL training workshops.
Additional information
Notes on contributors
Samy A. Azer
SAMY A. AZER, MB, BCh, MSc, MEd (NSW), PhD (Syd), FACG, is a Senior Lecturer in Medical Education and the Director of the PBL Training Programs at the Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne, Australia. Over the last five years he has trained over 500 tutors in his workshops ‘Becoming a PBL Tutor’, ‘Challenges Facing PBL tutors’ and ‘Creation of Trigger Images, Writing PBL Cases and Tutor Guides’. Participants in his workshops were from a wide range of back grounds including Basic Sciences, Physiotherapy, Nursing, Occupational Therapy, Dentistry, Speech Pathology, Medicine and its subspecialties, and Primary and High School Teachers.