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SUCCESSFUL PBL SESSION

SUCCESSFUL PBL SESSION. ISSAM BARRIMAH. ROLES & RESPONSIBILITIES OF TUTOR IN PBL. Questions. What is the function of the tutor in PBL session How directive should the tutor be? What are the necessary facilitating skills he should have? Should the tutor be a content expert?

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SUCCESSFUL PBL SESSION

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  1. SUCCESSFUL PBL SESSION ISSAM BARRIMAH

  2. ROLES & RESPONSIBILITIES OF TUTOR IN PBL

  3. Questions • What is the function of the tutor in PBL session • How directive should the tutor be? • What are the necessary facilitating skills he should have? • Should the tutor be a content expert? • Should the tutor transmit information? How much, when and how?

  4. OBJECTIVES OF PBL • To develop clinical reasoning skills, critical thinking and decision making strategies • To foster self-directed learning • To achieve integration across disciplines • To promote small group learning • To prepare students for life long learning • To acquire skills of team work

  5. KEEP GROUND RULES • Every one has the right to express his view • Debate rather than argue issues • Do not spend too much time on one issue • Respect each other • Focus on discussion and avoid side talks

  6. SOME RULES ARE NON-NEGOTIABLE • Attendance and punctuality are mandatory • All mobile phones should be turned off • Group should use white board as they discuss • Group should not make short cuts or skip a step • Problem should be discussed in the outlined sequence

  7. There is inconclusive debate as to whether the best PBL tutor are subject expert or not

  8. Answer to Debate • Differing definitions of expertise, • Expectations of the role of the PBL tutor, and • The structure and context of the PBL environment.

  9. Tutor Intervention • Raising awareness • To expand the group discussion on to a higher cognitive level • Facilitating the group process • To ensuring that the group process flowed well • Directing learning • To signal an end to the students’ discussion

  10. Techniques Used by Tutors • Elicitation • Re-elicitation • Prompting • Refocusing • Facilitating • Evaluating • Summarizing • Giving feedback • Informing • Directing learning

  11. Tutor should find a balance between dominating the session or completely detaching himself from the discussion

  12. Authority & Authoritarianism Tutor should abandon his paternalistic attitude towards students and consider them novice colleagues

  13. Characteristics of forming • Silence • High anxiety • Confusion about what student should do • Central issue is trust vs mistrust • Testing each others & leader • Request for greater leader involvement

  14. Tutor Role in Forming • Be clear about task expectation • Respect all group members • Provide positive feedback • Encourage students participation • Remain neutral • Listen accurately

  15. Characteristics of Storming • Conflict • Competition over leadership, power, authority • Students molds ideas, feeling , attitude to suit the group • Therefore, some students remain silent while others dominate

  16. Tutor Role in Storming • Adopt win-win approach • Listen carefully to every one • Provide support to every one • Clarify the importance of every one role

  17. Characteristics of Norming • More acquainted with each other • Active acknowledgment of others • Develop sense of group belonging • Feeling of relief • More interaction • High creativity • Openness and sharing information

  18. Tutor Role in Norming • Group work independently • Tutor provide feedback when necessary • Try to avoid your temptation to provide knowledge

  19. Performing • Not all groups reach this stage • Interdependence • High morale & loyalty to group • Group is now task oriented

  20. Characteristics of Effective Tutor • Student center • Creates a motivation environment • Manages time and process • Uses questions effectively • Manages group dynamics • Ensures constructive feedback

  21. Students Criticize the Following Tutor • Interrupting students • Over-participating, directing • Telling too many stories • Promoting competition rather than cooperation • Dictating pace/ rushing things • Not encouraging students to go to board • Not punishing students hard enough or punishing to hard

  22. Hints For Effective Tutor • Join the group as participant • Do not dominate the group • Remind the group about previous topics • Any intervention should be to help the learning process • Encourage students to focus their discussion

  23. Professional BehaviorsinTutorials

  24. Respect • Listen carefully (verbally, non-verbally) • Behavior should not be rude nor patronizing • Do not humiliate group members for opinion or information • Differentiate value of information from value of a person • Acknowledge contribution • Does not interrupt inappropriately • Apologize when late or gives reason

  25. Responsibility • Be punctual • Identifies irrelevant or excessive information • Takes initiatives to maintain group dynamics • Accept priority of tutorial time • Describe strength or weakness in supportive manner • Give prior notice of intended absence

  26. Communication Skills • Speaks directly to group members • Use understandable words • Use open-ended questions • Avoid judgmental questions • Resolve misunderstanding • Accept and discuss emotional issues • non-verbal is consistent with verbal behavior • Respond to non-verbal communication of group members

  27. Responsibility is Different • Role of tutor is different from teacher’s role • He is a facilitator of the learning process • However, he is not passive but active

  28. THANK YOU

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