592
Views
24
CrossRef citations to date
0
Altmetric
Original

Problem-based learning tutors’ conceptions of their development as tutors

Pages 145-150 | Published online: 03 Jul 2009

References

  • Åkerlind G. Growing and developing as a university teacher–Variation in meaning. Stud High Educ 2003; 28: 375–390
  • Åkerlind G. Constraints on academics’ potential for developing as a teacher. Stud High Educ 2007; 32: 21–37
  • Ashworth P, Lucas U. Achieving empathy and engagement: A practical approach to the design, conduct and reporting of phenomenographic research. Stud High Educ 2000; 25: 295–308
  • Bell M. Peer observation partnerships in higher education. Higher Education Research and Development Society of Australasia, Milperra 2005
  • Brookfield SD. Becoming a critically reflective teacher. Jossey-Bass, San Francisco CA, CA 1995
  • Dahlgren MA, Castensson R, Dahlgren LO. PBL from the teachers’ perspective. High Educ 1998; 36: 437–447
  • Dolmans DHJM, Gijselaers WH, Moust JHC, De Grave WS, Wolfhagen IHAP, Van Der Vleuten CPM. Trends in research on the tutor in problem-based learning: Conclusions and implications for educational practice and research. Med Teach 2002; 24: 173–180
  • Duke M, Forbes H, Hunter S, Prosser M. Problem based learning: Conceptions and approaches of undergraduate students of nursing. Adv Health Sci Educ 1998; 3: 59–70
  • Farmer EA. Faculty development for problem-based learning. Euro J Dent Educ 2004; 8: 59–66
  • Haith-Cooper M. An exploration of tutors’ experiences of facilitating problem-based learning. Part 2—implications for the facilitation of problem-based learning. Nurse Educ Today 2003; 23: 65–75
  • Hendry GD, Dean SJ. Accountability, evaluation of teaching and expertise in higher education. Int J Acad Dev 2002; 7: 75–82
  • Hendry GD, Ryan G, Harris J. Group problems in problem-based learning. Med Teach 2003; 25: 609–616
  • Hendry GD, Lyon PM, Prosser M, Sze D. Conceptions of problem-based learning: The perspectives of students entering a problem-based medical program. Med Teac 2006; 28: 573–575
  • Hitchcock MA, Anderson AS. Dealing with dysfunctional tutorial groups. Teach Learn Med 1997; 9: 19–24
  • Jung B, Tryssenaar J, Wilkins S. Becoming a tutor: Exploring the learning experiences and needs of novice tutors in a PBL programme. Med Teac 2005; 27: 606–612
  • Mamede S, Schmidt HG, Norman GR. Innovations in problem-based learning: What can we learn from recent studies?. Adv Health Sci Educ 2006; 11: 403–422
  • Schmidt HG, Moust JH. What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula. Acad Med 1995; 70: 708–714
  • Siddiqui ZS, Jonas-Dwyer D, Carr SE. Twelve tips for peer observation of teaching. Med Teach 2007; 29: 297–300
  • Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, Prideaux D. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach 2006; 28: 497–526
  • Svinicki MD. Moving beyond “it worked”: The ongoing evolution of research on problem-based learning in medical education. Educ Psychol Rev 2007; 19: 49–61
  • Trigwell K. Student-focused programmes: Challenges facing engineering academic staff. Br J Eng Educ 2000; 1: 21–26
  • Visschers-Pleijers AJSF, Dolmans DHJM, Wolfhagen IHAP, Van Der Vleuten CPM. Exploration of a method to analyse group interactions in problem-based learning. Med Teach 2004; 26: 471–478

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.