Problem-based Learning Tutorials Research Articles

Medical Students\u2019 Views About Having Different Types of Problem-Based Learning Tutors

BackgroundAt Norwich Medical School, Year 3 or 4 medical students taking a year out of the 5-year undergraduate MBBS degree to do a master’s degree in clinical education worked as near-peer problem-based learning (PBL) tutors for students in Year 2. Peer-assisted learning has been shown to benefit both peer tutors and tutees; in this study, experiences of students with near-peer PBL tutors were compared to students with other types of PBL tutor.MethodsUsing existing student evaluation data, we compared student views about PBL tutor performance, PBL group functioning, and overall satisfaction with PBL learning experience according to whether their PBL tutor/s were (1) a single near-peer tutor (later-year MB BS student), (2) a single staff tutor, (3) multiple staff tutors, or (4) multiple newly qualified doctor tutors.ResultsResults indicated that students’ evaluation of tutor performance was more positive for near-peer PBL tutors compared to both groups of staff tutors for most areas evaluated. Additionally, students’ evaluation of overall satisfaction with PBL was more positive for near-peer PBL tutors compared to multiple staff tutors. Tutor performance for multiple staff tutors was evaluated less positively compared to both single staff and multiple newly qualified doctor groups. But there were no statistically significant differences between the four groups regarding PBL group functioning.ConclusionNear-peer PBL tutors perform comparably or better to staff PBL tutors in salient measures of tutor performance and group functioning. We conclude that medical students find near-peer PBL tutors to be an acceptable addition to the PBL tutor workforce.

Exploring Achievement Emotions of Medical Students During Problem-Based Learning Tutorials

Background: Emotions are important contributors in students’ motivation, learning and achievement. However, there is no current evidence addressing the students' emotions during the Problem-Based Learning (PBL) tutorials sessions. Aim: this study was planned with the purpose of investigating the students' academic emotions during the PBL tutorials. Methods: Achievement Emotion Questionnaire (AEQ) was used to assess achievement emotions of the students during PBL sessions. Data were collected from first- and second-year medical students (n=287) during PBL tutorials at the Faculty of Medicine, Suez Canal University. Results: The total means of the activating achievement emotions in the first year are higher than in the second year. There was a significant difference between the means of the two years’ responses in pride, enjoyment and anxiety (p-value: 0.000, 0.001, 0.000) respectively by paired t-test. The internal consistency of the items was also measured by Cronbach alpha (0.94). Conclusion: Positive activating emotions like enjoyment, pride and hope are associated with innovative interactive learning strategy like PBL. Still tasks and problems should be more challenging to increase negative activating emotions like anxiety

Designing Entrustable Professional Activities for Training Health Professional Educators: a Review of Current Practices

Faculty development substantially contributes to improving the proficiency of health professional educators. However, most training programs are designed around institutional or individual wish lists, from which the assessment of teaching competence is often missing, resulting in the decreased effectiveness of the entire exercise. With an increased call in the literature to introduce structured assessment to faculty development, few initiatives have been taken in which entrustable professional activities are utilized in the teacher training framework. The current article aims to review existing teacher training programs that have incorporated entrustable professional activities (EPAs) in their frameworks and aims to provide further insights into how to adopt the concept of EPAs in faculty development. The literature was searched through the electronic Scopus and PubMed databases using the terms faculty development program, faculty training, teacher training, and entrustable professional activities. The literature search was performed from 2005 to 2018. The search yielded 243 articles in Scopus and 236 articles in PubMed. Studies were excluded that focused on the usage of entrustable professional activities in undergraduate or postgraduate clinical training programs. Of the 479 results, only nine were found to be relevant to EPA-based faculty training programs. Introduction of entrustable professional activities to the domain of faculty training is fairly recent. Only two programs were found in our search that used the concept of EPAs in their training frameworks. One is the Master in Health Professions Education program at the University of Michigan (UM-MHPE), and the other is the Fundamental Teaching Activities (FTA) framework designed for Canadian medical teachers. Current practices reveal fascinating insights into the utilization of EPAs for faculty training. Both the UM-MHPE and FTA frameworks effectively address teaching tasks and competencies. However, despite the multipurpose utility of these frameworks, a few limitations may exist. For instance, these frameworks share limited details about EPAs’ content and their utility in assessment protocols. Moreover, specific teaching domains—such as a problem-based learning (PBL) tutor, mentor, and/or researcher—have not been addressed in the current examples. A need remains for an EPA framework design that can cover missing teaching domains.

Evaluation of Problem-Based Learning Tutors from Students’ Perspective

Evaluation of Problem-Based Learning Tutors from Students’ Perspective

Knowledge disagreement formulations in problem-based learning tutorials: balancing pedagogical demands with ‘saving face’

ABSTRACTAs a pedagogical approach that aims to develop students’ group-working skills and to challenge their current knowledge, problem-based learning (PBL) provides a unique setting in which to examine disagreements in interaction. Previous research on disagreements in classrooms has typically examined tutor–student interaction or student–student interaction in which a tutor is present. This paper, however, examines tutorless PBL tutorials and focuses specifically on those moments in which knowledge claims are challenged by other students. The data comprise 30 h of video recordings from 24 chemical engineering PBL tutorials in a Scottish university. Conversation analysis was used to identify 101 disagreement formulations, many of which follow the format seen in other classroom settings (e.g. agreement-prefaced disagreements). A subset of disagreement formulations manage epistemic responsibility through invoking expert sources (e.g. tutor-provided worksheets and academically superior out-group members). Through invoking an expert source in this way, students attend to the pedagogical activities – without tutor assistance – while minimising the conversational trouble associated with the act of ‘doing’ disagreement (i.e. indirectly enacting disagreements whilst maintaining a neutral stance). This paper thus contributes to CA literature on disagreements, while providing a unique insight into PBL tutorial interaction. Directions for future research are suggested.

의과대학 문제기반학습에서 튜터의 티칭스타일에 대한 연구

의과대학 문제기반학습에서 튜터의 티칭스타일에 대한 연구

Exploring tutor perceptions and current practices in facilitating diagnostic reasoning in preclinical medical students: Implications for tutor professional development needs.

This article was migrated. The article was marked as recommended. Introduction: This study explores tutors' experience of teaching diagnostic reasoning (DR) - a key component of clinical reasoning - to build understanding into the use of explicit strategies in facilitating development of DR skills in preclinical medical students. Methods: A qualitative, interpretive study was undertaken with 14 preclinical problem-based learning tutors who participated in semi-structured interviews. A thematic analysis was conducted to identify key factors that influence students' learning of diagnostic reasoning. Results: Tutor dispositions towards facilitating learning of DR were variable in this study. Explicit strategies to teach DR were thought to exert positive influences on the development of DR skills, through improving student knowledge and reducing potential error. The advantages of using explicit strategies to teach DR outweighed the perceived difficulties identified in this context. Explicit strategies may need modification for preclinical students and the focus should be on building knowledge of classic presentations and developing metacognitive awareness. Conclusion: The use of explicit educational strategies will contribute to facilitating preclinical student learning of DR skills. Tutor professional development is a key component in the successful implementation of these strategies.

Problem-based Learning: Nursing students’ attitude, self-reported competence, tutorial performance and self-directed learning readiness

Background and objectives: Problem-based learning (PBL) is widely recognized as progressive pedagogy for the preparation of a range of health professionals. Despite the prominence of PBL in contemporary discussions about the education of future health professionals, its value is increasingly being contested in light of shrinking resources and increasing student enrolments in universities. The objectives were to ascertain Bachelor of Nursing (BN) students’ attitude towards the value of PBL as a learning strategy; to determine BN students’ degree of certainty about their competence in PBL processes; to determine whether student performance in PBL tutorials improve over four years of study; and to compare the self-directed learning readiness of PBL students to those who are not exposed to PBL.Methods: The study followed a descriptive and comparative survey design to collect the data. Participants were BN students who were invited to participate in the descriptive survey (n = 92), and purposively selected (n = 159) for comparison between PBL (n = 54) and non-PBL (n = 105) groups.Results: The majority of students found PBL a stimulating (59.8%; n = 55), useful (65.2%; n = 60), empowering (70.6%; n = 65) and enlightening (60.8%; n = 56) learning strategy; most students (53.2%; n = 49) expressed certainty about their competence in “accessing relevant literature/evidence” but more (56.3%; n = 52) were less certain about their ability to “integrate information into nursing care”. First year students performed poorly in PBL tutorials but showed a significant improvement in the final year of study in problem-solving (p = .0001), contribution to the group (p = .000), communication (p = .000), critical thinking (p = .001), learning skills (p = .001), personal growth (p = .000) and leadership skills (p = .041). There was no significant difference between PBL and non-PBL students’ overall readiness for self-directed learning (p = .69).Conclusions: The findings suggest that BN students generally have a positive attitude towards PBL, finding it stimulating, useful, empowering and enlightening in a transformative learning environment. However, fewer students feel that they are competent in the majority of the PBL processes. The biggest learning gains for students during PBL tutorials are in problem-solving, contributions to the group, communication, learning skills, critical thinking, personal growth and leadership. PBL and non-PBL students are similar in their self-directed learning readiness regardless of the learning strategy used.

What can we learn from problem-based learning tutors at a graduate entry medical school? A mixed method approach

Problem-based learning (PBL) has been adopted by many medical schools as an innovative method to deliver an integrated medical curriculum since its inception at McMaster University (Dornan et al., Med Educ 39(2):163–170, 2005; Finucane et al., Med Educ 35(1):56–61, 2001; Barrows, Tutorials in problem-based learning: A new direction in teaching the health professions, 1984). The student experience in PBL has been explored in detail (Merriam, New Directions for Adult and Continuing Education 89: 3–13, 2001; Azer, Kaohsiung J Med Sci 25(5): 240–249, 2009; Boelens et al., BMC Med Ed 15(1): 84, 2015; Dolmans et al., Med Teach 24(2):173–180, 2002; Lee et al., Med Teach 35(2): e935-e942, 2013) but the tutors who facilitate PBL have valuable insight into how PBL functions and this aspect has not been extensively researched.The integrated curriculum for years 1 and 2 at the Graduate Entry Medical School at the University of Limerick is delivered though problem-based learning (PBL). This programme requires collaborative teamwork between students and the tutors who facilitate small-group tutorial sessions. All PBL tutors at GEMS are medically qualified, with the majority (68%) currently working in clinical practice.MethodsA mixed-methods approach was adopted, utilising two surveys and follow-up focus groups to fully understand the tutor experience. Thirty-three tutors took part in two online surveys with a response rate of 89%. Thirteen tutors participated in two focus groups. Descriptive analysis was completed on survey data and thematic analysis on focus group discussions which highlighted five main themes.ResultsTutors reported challenges with managing group dynamics, development of confidence in tutoring with experience and a willingness to learn from peers to improve practice. Findings are in keeping with previously published work. Results also identified several less commonly discussed issues impacting student engagement in PBL including the use of mobile device technology, unauthorised access to learning objectives and PBL cases, and the importance and need for professional development amongst tutors, including the impact of tutoring on clinical practice. This study revealed that experienced tutors spend considerable time preparing for PBL tutorials in the basic sciences and that this input is rewarded by the benefits it brings to their clinical practice.ConclusionsUnderstanding PBL from the tutor’s perspective reveals valuable insights which can inform ongoing tutor development and support. Limited research exists in the area of PBL tutor’s experiences which may be of interest to medical educators, clinicians and the wider medical community. Findings highlight the value of shared tutor experiences as a resource that can be capitalised on to benefit both novice and experienced tutors.

Attitude and perception of undergraduate medical students toward the problem-based learning in Chitwan Medical College, Nepal.

BackgroundProblem-based learning (PBL) was introduced into Basic Medical Sciences early in the 1980s at Tribhuvan University (TU), Nepal, followed by other universities where didactic lecture method was still followed as the main teaching strategy. Despite gaining its popularity worldwide as integrated teaching learning method, PBL is not given importance in Nepal. This study aimed to assess the attitude and perceptions of undergraduate medical students regarding learning outcomes of PBL and to know their views about role and qualities of effective tutors for its successful implementation.MethodsThis descriptive study was based on a self-administered questionnaire. The first part of the questionnaire measured students’ perception and attitude toward benefits of PBL and the second part measured students’ perception about role of PBL tutor. Bachelor of Medicine and Bachelor of Surgery (MBBS) first year (2014/2015 academic year) students at Chitwan Medical College, TU, were asked to express their opinions about the importance of learning outcomes by rating each statement on a five-point Likert scale and the responses were combined into three categorical variables: “agree” (strongly agree plus agree), “neutral”, and “disagree” (strongly disagree plus disagree). Data were analyzed using SPSS version 21.0.ResultsApproximately 85.5% participants agreed that PBL is an interesting method of teaching learning. Most of them (86.7%) accepted that PBL is an interactive and a mutual learning method and improves self-directed learning (83.2%). Although 78% had recommended it better than lecture, many (54.2%) pointed it out as a time-consuming method. The participants were also highly rated (80.5%) to the statement - the tutor’s role in enhancing the constructive active learning and maintaining good intra-personal behavior.ConclusionStudent’s attitude toward PBL was positive. They highly appreciated the roles of a tutor as facilitators and motivators for proper activities in PBL session. PBL sessions were considered effective in improving students professional knowledge and refining problem-solving and self-directed learning skills along with enriching teamwork experience.

THE EFFECT OF SELF ASSESSMENT AND PEER ASSESSMENT TO STUDENTS' PERFORMANCE IN PROBLEM BASED LEARNING TUTORIAL PROCESS IN PSIK UMY

Introduction: Problem Based Learning tutorial is one of students centered learning method. PSIK UMY applied assessment of student's performance in tutorial process. Tutor gave feedback to the students in every meeting of tutorial in order to make the students performance improved. Based on the evaluation result, there was no significant improvement of student's performance in tutorial because of feedback only given by the tutor so that students have minimal motivation to improve their performance. The purpose of this study was to know the effect of self assessment and peer-assessment to students' performance in tutorial process in PSIK UMY. Methods: This research is quasi experiment with pre and post test design. The number of respondents is 213 students from all of the year that is taken by proportional stratified random sampling. Data processed by univariat analysis and Wilcoxon test. Result: There is a significant difference between students' performance in the first meeting and the second meeting of tutorial. Discussion: There is an effect of self assessment and peer assessment methods to students' performance in tutorial process in PSIK UMY. Keywords: Self assessment, peer assessment, Problem Based Learning tutorial

Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors

Problem-Based Learning (PBL) is well known for enhancing students’ problem-solving skills and teamwork, while the role of PBL tutors is to facilitate discussion rather than teach. This study used four focus groups to explore PBL tutors’ motivation, challenges and support mechanisms, and the relationship between these. The study found that there was a narrative alignment, whereby tutors identified a challenge if it disrupted their motivation to tutor, and support as effective if it addressed the challenge so as to re-establish their motivation. Based on this, we propose the “Motivation, Challenges, Support (MCS) Cycle Model” for the development of PBL tutors.

How learners learn: A new microanalytic assessment method to map decision-making

Background: Microanalytic techniques have shown considerable potential as avenues for understanding learning in a range of learning contexts. If a microanalytic approach is to be tested for utility, a suitable learning context is required. We chose problem-based learning (PBL) tutorials as our context.Aims: We sought to determine if a new microanalytic approach is suitable for investigating the learning decisions made by students during PBL and what this form of microanalysis reveals.Methods: Stimulated recall interviews were used to question 17 first year graduate-entry medical students regarding the conscious decisions behind their actions during one PBL case. Responses were categorized and used to construct process maps to illustrate the students’ decision-making. These maps and the decisions within them were analyzed focusing on how learners learn.Results: Stimulated recall interviewing (SRI) was conducted, during which students could articulate the conscious decisions they made during PBL. The data collected were used to construct 191 process maps and 802 categorized decisions for analysis. Students’ decisions became increasingly self-centered as the case progressed while maintaining an awareness of group dynamics.Conclusions: The microanalytic approach employed in this study is a suitable tool for understanding the nature of learning in this, and other environments.

Faktor-faktor yang Mempengaruhi Partisipasi Mahasiswa dalam Proses Tutorial pada Metode Belajar Problem-Based Learning (PBL) di Fakultas Kedokteran Universitas Riau

Problem-based Learning (PBL) is an effective approach to promote student-centered learning. PBL tutorials were thekey step in PBL process. Students’ participation in PBL tutorials can be influenced by many factors. The aim of thisstudy was to identify the factors that influence students’ participation in PBL tutorials among students in Faculty ofMedicine University of Riau. The research was a cross sectional study using self report questionnaires obtained fromPBL students, conducted in April - October 2009. The students’ participation was assessed using Visschers-Pleijersquestionnaires. The result revealed the characteristics of parcipants which are female (79.5%), 19 years old (40.2%),had GPA 2.50 – 3.00 (56.7%), had past experience in organization (89.0%). Among 44.1% of the participants showedactive participation in tutorial processs. Male students more likely active than female students (P = 0.045). Anotherfactors including age, GPA, past experience in organization, role of tutors, and quality of scenario were not influencedthe participation of subject. Students’ participation in PBL tutorials among students in Faculty of Medicine Universityof Riau was influenced by sex.

Validating a problem-based learning process assessment tool in a Nepalese medical school

Introductions: The newly established Patan Academy of Health Sciences (PAHS) has incorporated the measurement of non-cognitive skills and behaviors into the summative assessment in the setting of problem based learning (PBL). This study was conducted to validate a PBL process assessment tool for PAHS. 
 Methods: A list of 72 items of student behaviors observable in PBL tutorials was compiled from literature review. They were categorized under ten broad dimensions consistent with predefined PAHS Graduate Attributes. A series of PBL project committee meetings and expert inputs refined the list of 72 items to 47 and categorized them under eight dimensions. These 47 items, each with a 4-point rating scale, formed the Tutor Assessment of Student Tool (TAS-Tool). Twenty-four trained faculty members used the TAS-Tool to evaluate the performance of 41 senior high school students in PBL tutorials. 
 Results: The internal-consistency of the TAS-Tool was very high (Cronbach’s α = 0.954). Removal of two inconsistent items further increased it to 0.975. Principal components analysis with varimax rotation applied to the remaining 45 items gave seven components and explained 69.47% of the variation between the components. These seven components (% variation) were: Immersed in the Tutorial Process (20.16%); Professional (12.71%); Communicator and Team Leader (11.25%); Critical Thinker (8.77%); Reflector (6.22%); Creative (5.95%), and Sensitive (4.41%). 
 Conclusions: TAS-Tool was found to be reliable and valid instrument deemed applicable in formative PBL process assessment at PAHS starting with the pioneer cohort of medical students. Further validation of TAS-Tool through longitudinal study with PAHS students is required for summative purpose.

Using a course pilot in the development of an online problem-based learning (PBL) therapeutics course in a post-professional PharmD program

Background and purposeTo assess whether the traditional problem-based learning (PBL) process can be replicated in an online environment, and to identify any barriers and facilitators to learning using a course pilot. Educational activity and settingEight alumni and one experienced tutor participated in a two-week simulated PBL course comprised of two three-hour synchronous online tutorials. Blackboard Collaborate® software was used to permit audio and visual interaction. The PBL tutorials were recorded and observed by the researchers. Participants completed satisfaction surveys after the pilot, and were invited to take part in a focus group to debrief about their experience. FindingsOnce the steep learning curve with the technology was overcome, the quality of the PBL process was similar in the online course as it was in the face-to-face course. Several key factors for success were identified through analysis of the videotaped sessions, and interviews with the participants in the course pilot. SummaryConducting a course pilot study demonstrated that an online PBL course is feasible, and identified some considerations to facilitate success

Refinement of a training concept for tutors in problem-based learning.

The use of problem-based learning (PBL) in the Charité Berlin Human Medicine model curriculum requires the annual training of 80 to 100 new PBL tutors using PBL tutor training (PTT). Therefore, the following three measures were taken: The existing traditional PTT (Trad-PTT) was further developed into an interactive PTT (Inter-PTT), which is using more interactive teaching tools. Both PTT concepts ran for 12 months, respectively. The review of the Inter-PTT was significantly better, as the PBL tutors understood their tasks within the PBL process better and felt more motivated. A follow-up survey after the initial experience with PBL confirmed almost all the positive aspects of the Inter-PTT. In addition, the Inter-PTT was also offered to non-clinicians and other scientific staff to make the training interdisciplinary. PTT made it possible to communicate beyond specialist boundaries; however, the interdisciplinary idea was no longer detectable in the follow-up survey. In order to increase the number of available PBL tutors, a self-commitment was introduced for the departments. This increased the number of “involuntary” participants for PTT, but reduced the amount of necessary training courses. The fulfilment of self-commitment succeeded in almost all departments. A PTT tailored to the needs of the tutors is a basic prerequisite in order to excite teachers about PBL and to familiarise them with their role as learning facilitators. The increase of interactive teaching forms led to a joint interdisciplinary learning process within PTT. The excellent review of Inter-PTT makes it a solid basis for further training concepts.

Validating a Problem-Based Learning Process Assessment Tool in a Nepalese Medical School

Introduction: The newly established Patan Academy of Health Sciences (PAHS) has incorporated measurement of non-cognitive skills and behaviours into the summative assessment in the setting of problem based learning (PBL). This study aims to validate a PBL process assessment tool for PAHS. Methods: A list of 72 items of student behaviours observable in PBL tutorials was compiled from literature review. They were categorized under ten broad dimensions consistent with predefined PAHS Graduate Attributes. A series of PBL project committee meetings and expert inputs refined the list of 72 items to 47 and categorized them under eight dimensions. These 47 items, each with a 4-point rating scale, formed the Tutor Assessment of Student Tool (TAS-Tool). Twenty-four trained faculty members used the TAS-Tool to evaluate the performance of 41 senior high school students in PBL tutorials. Results: The internal-consistency of the TAS-Tool was very high (Cronbach’s α = 0.954). Removal of two inconsistent items further increased it to 0.975. Principal components analysis with varimax rotation applied to the remaining 45 items gave seven components and explained 69.47% of the variation between the components. These seven components (% variation) were: Immersed in the Tutorial Process (20.16%); Professional (12.71%); Communicator and Team Leader (11.25%); Critical Thinker (8.77%); Reflector (6.22%); Creative (5.95%), and Sensitive (4.41%). Conclusion: TAS-Tool was found to be a reliable and valid instrument and applicable in formative PBL process assessment at PAHS starting with the pioneer cohort of medical students. Further validation of TAS-Tool through longitudinal study with PAHS students is required for summative purpose.

Have we got the selection process right? The validity of selection tools for predicting academic performance in the first year of undergraduate medicine.

This article was migrated. The article was marked as recommended. Content: There remains much debate over the 'best' method for selecting students in to medicine. This study aimed to assess the predictive validity of four different selection tools with academic performance outcomes in first-year undergraduate medical students. Methods: Regression analyses were conducted between admission scores on previous academic performance - the Australian Tertiary Admission Rank (ATAR), the Undergraduate Medicine and Health Sciences Admission Test (UMAT), Multiple-Mini Interview (MMI) and the Personal Qualities Assessment (PQA) with student performance in first-year assessments of Multiple Choice Questions, Short Answer Questions, Objective Structured Clinical Examinations (OSCE) and Problem-Based Learning (PBL) Tutor ratings in four cohorts of students (N = 604, 90%). Results: All four selection tools were found to have significant predictive associations with one or more measures of student performance in Year One of undergraduate medicine. UMAT, ATAR and MMI scores consistently predicted first year performance on a number of outcomes. ATAR was the only selection tool to predict the likelihood of making satisfactory progress overall. Conclusions: All four selection tools play a contributing role in predicting academic performance in first year medical students. Further research is required to assess the validity of selection tools in predicting performance in the later years of medicine.

Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation

ABSTRACTProblem: Good teaching requires spontaneous, immediate, and appropriate action in response to various situations. It is even more crucial in problem-based learning (PBL) tutorials, as the tutors, while directing students toward the identification and attainment of learning objectives, must stimulate them to contribute to the process and provide them with constructive feedback. PBL tutors in medicine lack opportunities to receive feedback from their peers on their teaching strategies. Moreover, as tutorials provide little or no time to stop and think, more could be learned by reflecting on the experience than from the experience itself. We designed and evaluated a faculty development approach to developing PBL tutors that combined self-reflection and peer feedback processes, both powerful techniques for improving performance in education. Intervention: We developed an observation instrument for PBL facilitation to be used both by tutors to self-observe and reflect on own teaching strategies and by peers to observe and provide feedback to tutors. Twenty PBL sessions were video-recorded. Tutors completed the instrument immediately after their PBL session and again while watching their video-recorded session (self-observation). A group of three observers completed the instrument while watching each recorded session and provided feedback to each tutor (peer observation and feedback). We investigated tutors' perceptions of the feasibility and acceptability of the approach and gathered data on its effectiveness in enhancing tutors' facilitation skills. Context: The preclinical medical curriculum at the University of Geneva is essentially taught by PBL. A new program of faculty development based on self-observation and peer feedback was offered to voluntary tutors and evaluated. Outcome: Our results suggest that self-observation and peer feedback, supported by an instrument, can be effective in enhancing tutors' facilitation skills. Reflection on self-observation raised teachers' awareness of the effectiveness of the strategies they used to foster student learning. This motivated a need to change their teaching practice. However, for the changes to become operative, peer feedback was required, providing the cues and strategies needed to improve the facilitation skills. Lessons Learned: Peer coaching was considered feasible and useful to improve tutors' facilitation skills. Evaluating the program made it possible to assess tutors' needs and the reasons underlying their difficulties, and this in turn provided the basis for advanced workshops. Nonetheless, aspects related to logistics and the time constraints of such an individualized approach, as well as the cultural appropriation of peer coaching, might be obstacles that need to be addressed.