Tutor Facilitation Research Articles

Development and validation of a questionnaire on problem-based learning to evaluate facilitation by the tutor and the student group

Background The study objective was to develop and validate a questionnaire to capture facilitation activities in PBL by the tutor and the group with reference to a theoretical model of teaching quality. Methods We developed 19 items assigned to six factors to evaluate collaborative learning processes in relation to facilitation by the tutor and the student PBL group. We analysed construct and criterion validity in 419 undergraduate medical students in 152 online PBL groups. Results Construct validity was confirmed based on factor dimensionality in line with the theoretical assumptions as well as satisfactory internal reliabilities and intraclass correlation coefficients. Criterion validity was supported by the correlation of a) tutor facilitation activities with the success of group self-facilitation and b) facilitation activities with learning gain and satisfaction in the PBL sessions. Discussion The questionnaire provides a more comprehensive understanding of collaborative learning processes in PBL and the interplay between facilitation activities by the tutor and the group.

Near-peer teaching in problem-based learning: Perspectives from tutors and tutees.

This study explores how tutors and tutees perceived their teaching and learning experience in a near-peer teaching programme within a formal undergraduate medical-education curriculum. This mixed-methods study was conducted in an Asian medical school. First, a survey was administered to two groups of students, one that had been tutored by near-peers, and another with faculty tutors. Then, the near-peer tutors were interviewed and wrote reflection essays that the researchers collected. Quantitative analysis was used to analyse the survey responses, and qualitative analysis to analyse the interview and reflection data. Our study found no difference between near-peer tutees' and faculty tutees' perceptions of either tutor facilitation or tutor behaviours. Also, when near-peer tutors explained how their experience of delivering tutoring had influenced their professional-identity formation, they highlighted that they had gained skills important to their future careers as medical educators. Integrating near-peer teaching into undergraduate medical curricula could be beneficial to both tutors and tutees because of the social, cognitive, and professional congruence between these two groups, and due to its likely positive influence on their professional-identity formation.

Assessment as Learning in Medical Education: Feasibility and Perceived Impact of Student-Generated Formative Assessments.

BackgroundSelf-regulated learning (SRL) is gaining widespread recognition as a vital competency that is desirable to sustain lifelong learning, especially relevant to health professions education. Contemporary educational practices emphasize this aspect of undergraduate medical education through innovative designs of teaching and learning, such as the flipped classroom and team-based learning. Assessment practices are less commonly deployed to build capacity for SRL. Assessment as learning (AaL) can be a unique way of inculcating SRL by enabling active learning habits. It charges students to create formative assessments, reinforcing student-centered in-depth learning and critical thinking.ObjectiveThis study aimed to explore, from the learners’ perspectives, the feasibility and perceived learning impact of student-generated formative assessments.MethodsThis study relied on a convergent mixed methods approach. An educational intervention was deployed on a cohort of 54 students in the second year of a 6-year undergraduate medical program as part of a single-course curriculum. The AaL intervention engaged students in generating assessments using peer collaboration, tutor facilitation, and feedback. The outcomes of the intervention were measured through quantitative and qualitative data on student perceptions, which were collected through an anonymized web-based survey and in-person focus groups, respectively. Quantitative survey data were analyzed using SPSS (IBM), and qualitative inputs underwent thematic analysis.ResultsThe students’ overall score of agreement with the AaL educational intervention was 84%, which was strongly correlated with scores for ease and impact on a 5-point Likert-type scale. The themes that emerged from the qualitative analysis included prominent characteristics, immediate gains, and expected long-term benefits of engagement. The prominent characteristics included individuals’ engagement, effective interdependencies, novelty, and time requirements. The identified immediate gains highlighted increased motivation and acquisition of knowledge and skills. The expected long-term benefits included critical thinking, problem solving, and clinical reasoning.ConclusionsAs a form of AaL, student-generated assessments were perceived as viable, constructive, and stimulating educational exercises by the student authors. In the short term, the activity provided students with a fun and challenging opportunity to dive deeply into the content, be creative in designing questions, and improve exam-taking skills. In the long term, students expected an enhancement of critical thinking and the inculcation of student-centered attributes of self-regulated lifelong learning and peer collaboration, which are vital to the practice of medicine.

From resistance to acceptance in small group work: Students' narratives

BackgroundSmall group work helps the development of students' collaborative attributes and their knowledge enhancement. However, teachers may face challenges when they have students who resist group work. Possible reasons of their resistance may have been generally discussed but rigorous study of this specific student population is often overlooked. ObjectivesTo compare the perspectives of small group learning among students who resisted group work before and after group learning. DesignStudents' narratives were collected before and after group work. A structured intervention consisted of a combination of strategies, including a structured guideline, regular group interactions, and intensive tutor's support, was employed to facilitate students' learning through group work. MethodConvenience sampling was carried out in a class with 299 students. Narratives were collected before and after group work. Students who resisted group work were selected for further investigation. ResultsA total of 12 students (6%) resisted group work due to limited self-mastery in learning, difficulty in working with strangers/free riders, and unfair conditions in group work. After group work, the majority of students had more positive perception of group work on time management for learning, knowledge enhancement, communication and collaborative skill development, and sufficient guidance from the tutor. Students' narratives before and after group work were compared. Students' insecurity from working in a small group increased their preference of individual study but a well-planned intervention increased student's engagement and facilitated students' interactions. ConclusionsThis study revealed that the perception of students who resist group learning can be changed when they engaged their learning with clear direction, adequate guidance, supportive peer-interaction, and effective tutor's facilitation. The results increase tutors' insight in planning an appropriate teaching pedagogy to facilitate students' learning by preventing obstacles which make students resist group work.

Tutors’ Experiences and Perceptions of a Problem-based Learning Approach in an ESL Writing Classroom

<em><span>This study investigated tutors’ experiences and perceptions of using a problem-based learning approach (PBL) in an ESL writing classroom. The participants of the study are two Nigerian tutors who facilitated an intact class of 18 second-year students in an English composition course which lasted for 12 weeks. Data were collected through semi-structured interviews. The tutors were interviewed after the implementation of the PBL process. The overall findings of the study show that the tutors have positive perceptions of the use of PBL in a writing classroom. Specifically, the findings reveal the tutors’ positive experiences and perception of the workshop conducted prior to the PBL process, the ill-structured problems presented to the students, tutor facilitation and students’ group activities. Finally, the paper gives some pedagogical implications which would give insight for better implementation of the PBL approach.</span></em>

Tutor facilitation in a PBL writing classroom through face-to-face group interactions

Proficiency in writing in English has been a very important skill for undergraduates especially English as second language learners (ESL). However, it is the most challenging language skill to be acquired by the students not only in second (L2) or foreign language (FL) but also in the first language (L1). This is due to its complexity. Some scholars describe writing as a cognitive and social process. Various studies have been conducted on how to improve students’ writing skills. It is shown that supporting students in a writing process enhances their writing skills. For example, teachers are expected to give cognitive and social supports to students to allow them to improve their writing. This study reveals the strategies used by tutors in facilitating students’ writing process in a problem-based learning environment (PBL) through face-to-face group interactions. is one of the social media platforms found interesting and used by most of the students to interact with one another in and out of the school environment. It is used to provide social support to the students. An intact class of 18 second-year students in an English Composition course in Nigeria was selected in the study. The students were provided with a guide by tutors during the PBL writing process. Two tutors facilitated the students’ writing process in the PBL process. Tutor facilitation is one of the major components that facilitate meaningful learning in PBL. This is because, without proper guidance, students would end up in unfocused learning. Data were obtained through audio- and video-recording of students’ face-to-face interactions chats. The findings showed that the PBL tutors used various strategies to facilitate the participants’ writing such as open-ended questioning, metacognitive questioning, pushing students for an explanation, revoicing, summarizing, and generating/evaluating hypotheses. The support provided by the tutors helped the students to improve their writing. The findings of the study suggest some ways for teachers to improve students writing skills.

Game-based learning for postgraduates: an empirical study of an educational game to teach research skills

ABSTRACTResearch skills are challenging to teach in a way that is meaningful to students and has ongoing impact in research practice. This paper investigates constructivist and experiential strategies for effective learning and deep understanding of postgraduate research skills and proposes a game-based learning (GBL) solution. A (non-digital) game called How to Fail Your Research Degree was designed and iteratively developed. Gameplay loop analysis identifies various learning and game mechanics and contextualises them in relation to GBL theory. Evaluation of gameplay (n = 127) demonstrates effective transmission of intended learning outcomes and positive game experience based on Keller’s Attention-Relevance-Confidence-Satisfaction (ARCS) model. Discussion proposes that the game has high cognitive authenticity, relies heavily on tutor facilitation, can create tension between knowledge and confidence, and is applicable to multiple domains and learning situations. GBL is proposed to be an original and effective approach to teaching high-level, functional learning outcomes such as academic research skills.

Research Trends and Features of Critical Thinking Studies in E-Learning Environments: A Review

This study investigates critical thinking (CT) studies in e-learning settings to provide a comprehensive analysis of CT studies. Research indexed in the Web of Science database which includes major peer-reviewed social sciences citation index journals in the e-learning field from January 2006 to November 2017 was searched for a systematic review and analysis. A total of 42 studies were selected and synthesized. The distribution of publishing years, geographical areas, education sectors, publications, disciplines, research methods, activities, CT measurement instruments, teaching instruction, the CT roles applied in the studies, and the experiment durations were reviewed. The results showed that most CT studies were conducted in nontraditional teaching environments using strategies such as online discussion or concept mapping; the most used quantitative method was the California critical thinking skills test (CCTST), whereas the most frequently adopted qualitative method was the practical inquiry model of cognitive presence (PIMCP). The common method to enhance students’ CT was online synchronous or asynchronous discussion, and the role that CT played in these studies was as a dependent variable for evaluating whether the designed e-learning instruction(s) can cultivate CT. This study concludes that with active learning instruction and experienced tutor facilitation, students’ CT could be enhanced in a variety of e-learning environments.

Belonging and transition: An exploration of International Business Students’ postgraduate experience

ABSTRACTInternational research has established that student identity, engagement and motivation is strongly determined by the degree to which students feel they belong. This research, conducted in 2014, explores how one cohort of 52 international postgraduate business students were enabled to create a sense of belonging, and the impact that this had on them as individuals and collectively as a group. Using a mixed qualitative methodology, this research explores how creating a learning environment that valued the diversity of the student group, demanded self-reflection and encouraged creative thinking, aided student transition to postgraduate study enhancing their sense of belonging. Central to this was tutor facilitation, experiential learning and formative assessment strategies through which students were challenged to explore their collective and individual belonging. This in turn led to changes in their motivations, engagement, integration and academic identity.

How do tutors intervene when conflicts on knowledge arise in tutorial groups?

Recent research on problem-based learning (PBL) has shown that students need support when dealing with conflicting ideas in PBL-tutorial discussions. In the present study, we examined tutor facilitation during tutorial discussions, and particularly how the facilitation helped students to collaboratively resolve conflicts on knowledge. The study involved four PBL-tutorial sessions that included altogether 33 first-year medical and dental students. The sessions were videotaped and analysed using qualitative interaction analysis. Our aim was to find out how the tutor interventions encouraged students to elaborate on conflicting ideas, and how the interventions differed between conflict and non-conflict situations. We also examined how the tutors intervened during conflicts about factual or conceptual knowledge. The tutorial discussions included 92 tutor intervention episodes and 43 conflict episodes. The tutors intervened during 24 of the conflict episodes and resolved 13 of these episodes. Generally, the tutors often intervened by confirming what the students had said or by giving explanations, but they rarely asked questions that would stimulate the elaboration of knowledge. During conflicts on knowledge the tutors gave more explanations, but did little to encourage the students to deal with conflicting ideas. The tutors more often resolved conflicts on factual knowledge than conceptual knowledge. The findings suggest that tutor training should focus on promoting tutors' understanding on when to give direct explanations, and when and how to encourage students to collaboratively elaborate on conflicting ideas.

Barrows’ Integration of Cognitive and Clinical Psychology in PBL Tutor Guidelines

Scholars have noted PBL is consistent with John Dewey’s educational theories and with constructivist philosophies. This paper explores the similarities between the assumptions within Howard Barrows’ principles for the PBL tutor’s actions with Dewey’s theories that address teacher behaviors and with Carl Rogers’s conceptual frameworks that support the therapeutic behaviors of the client-centered therapist. In doing so it recognizes Barrows’ integration of the educational and cognitive psychology concepts of two psychologists who have influenced the psychology of education and provides an additional conceptual and theoretical anchor for PBL tutor facilitation skills.

Effectiveness of Implementing a Tutor Training Workshop for Problem Based Learning Class Tutors at the Faculty of Medicine, Suez Canal University

Background: The Faculty of Medicine, Suez Canal University was established to become the first Problem- Based Learning school in the Middle East. In a problem-based-learning tutor should know well both the content of the problems and how to facilitate the small-group learning process, A tutor training program needs to be developed that will morph tutors from teachers to facilitators. Aim: The aim of this study was to measure the educational effectiveness of implementing a tutor training workshop at The Faculty of Medicine, Suez Canal University. Methodology: A quasi-experimental, Pre-program/post-program non-equivalent comparison group design was applied in this study. The target population was randomly assigned to intervention and control groups, a total number of 28 tutors in each group. The study passed through three stages: “preparatory’’, “design” and “implementation and evaluation” stages. The data was collected by: needs assessment questionnaire, tutors self-satisfaction questionnaire, student satisfaction questionnaire administered before and after the implementation, questionnaire to assess tutors’ and students’ satisfaction with tutors’ performance. Six steps approach to curriculum development was used as a method for planning and implementing the tutor training workshop. The first three levels of Kirkpatrick’s model of evaluation of educational interventions (reaction, learning, and behavior) were applied in this study to evaluate effectiveness of the workshop. Results: Results showed an overall tutor satisfaction with the training workshop. More than 70% of workshop participants agreed that the workshop furthered their understanding of PBL as educational strategy and their role as tutors. The mean of the pretest was 5.42 and the mean of post-test was 7.1, the results also shows that there was a statically significance difference between the results of the pre-and the post-tests for the workshop at p ≤ 0.05. Results also showed improvement of the intervention group performance. The average score for the overall performance of the tutor was (7.67 ± 1.20) in the intervention group compared with the control group (6.54 ± 2.02). Conclusion: The study concluded that tutor training workshop was effective in improving tutor facilitation skills in the areas of constructive active learning, self- directed learning, collaborative learning, intra-personal behavior as tutor, and increase educational effectiveness of the PBL sessions from students’ point of views. Tutor training workshop enhanced tutor performance in intervention group compared to the control group. The tutor training workshop increases tutors’ self satisfaction with their performance and enhances students’ satisfaction with tutor performance. Tutor training was effective as it incorporated adult learning principles (was relevant and interactive); experiential learning; arose from needs assessments; rewarded participation; encourage active participation; had clear goals and a theoretical framework

Effectiveness of Web-Based Versus Face-To-Face Delivery of Education in Prescription of Falls-Prevention Exercise to Health Professionals: Randomized Trial

BackgroundExercise is an effective intervention for the prevention of falls; however, some forms of exercises have been shown to be more effective than others. There is a need to identify effective and efficient methods for training health professionals in exercise prescription for falls prevention.ObjectiveThe objective of our study was to compare two approaches for training clinicians in prescribing exercise to prevent falls.MethodsThis study was a head-to-head randomized trial design. Participants were physiotherapists, occupational therapists, nurses, and exercise physiologists working in Victoria, Australia. Participants randomly assigned to one group received face-to-face traditional education using a 1-day seminar format with additional video and written support material. The other participants received Web-based delivery of the equivalent educational material over a 4-week period with remote tutor facilitation. Outcomes were measured across levels 1 to 3 of Kirkpatrick’s hierarchy of educational outcomes, including attendance, adherence, satisfaction, knowledge, and self-reported change in practice.ResultsOf the 166 participants initially recruited, there was gradual attrition from randomization to participation in the trial (n = 67 Web-based, n = 68 face-to-face), to completion of the educational content (n = 44 Web-based, n = 50 face-to-face), to completion of the posteducation examinations (n = 43 Web-based, n = 49 face-to-face). Participant satisfaction was not significantly different between the intervention groups: mean (SD) satisfaction with content and relevance of course material was 25.73 (5.14) in the Web-based and 26.11 (5.41) in the face-to-face group; linear regression P = .75; and mean (SD) satisfaction with course facilitation and support was 11.61 (2.00) in the Web-based and 12.08 (1.54) in the face-to-face group; linear regression P = .25. Knowledge test results were comparable between the Web-based and face-to-face groups: median (interquartile range [IQR]) for the Web-based group was 90.00 (70.89–90.67) and for the face-to-face group was 80.56 (70.67–90.00); rank sum P = .07. The median (IQR) scores for the exercise assignment were also comparable: Web-based, 78.6 (68.5–85.1), and face-to-face, 78.6 (70.8–86.9); rank sum P = .61. No significant difference was identified in Kirkpatrick’s hierarchy domain change in practice: mean (SD) Web-based, 21.75 (4.40), and face-to-face, 21.88 (3.24); linear regression P = .89.ConclusionWeb-based and face-to-face approaches to the delivery of education to clinicians on the subject of exercise prescription for falls prevention produced equivalent results in all of the outcome domains. Practical considerations should arguably drive choice of delivery method, which may favor Web-based provision for its ability to overcome access issues for health professionals in regional and remote settings.Trial RegistrationAustralian New Zealand Clinical Trials Registry number: ACTRN12610000135011; http://www.anzctr.org.au/ACTRN12610000135011.aspx (Archived by WebCite at http://www.webcitation.org/63MicDjPV)

Cross-sectional evaluation of a longitudinal consultation skills course at a new UK medical school

BackgroundGood communication is a crucial element of good clinical care, and it is important to provide appropriate consultation skills teaching in undergraduate medical training to ensure that doctors have the necessary skills to communicate effectively with patients and other key stakeholders. This article aims to provide research evidence of the acceptability of a longitudinal consultation skills strand in an undergraduate medical course, as assessed by a cross-sectional evaluation of students' perceptions of their teaching and learning experiences.MethodsA structured questionnaire was used to collect student views. The questionnaire comprised two parts: 16 closed questions to evaluate content and process of teaching and 5 open-ended questions. Questionnaires were completed at the end of each consultation skills session across all year groups during the 2006-7 academic year (5 sessions in Year 1, 3 in Year 2, 3 in Year 3, 10 in Year 4 and 10 in Year 5). 2519 questionnaires were returned in total.ResultsStudents rated Tutor Facilitation most favourably, followed by Teaching, then Practice & Feedback, with suitability of the Rooms being most poorly rated. All years listed the following as important aspects they had learnt during the session:• how to structure the consultation• importance of patient-centredness• aspects of professionalism (including recognising own limits, being prepared, generally acting professionally).All years also noted that the sessions had increased their confidence, particularly through practice.ConclusionsOur results suggest that a longitudinal and integrated approach to teaching consultation skills using a well structured model such as Calgary-Cambridge, facilitates and consolidates learning of desired process skills, increases student confidence, encourages integration of process and content, and reinforces appreciation of patient-centredness and professionalism.

Using problem-based learning in web-based components of nurse education

Problem-based learning (PBL) is a student-centred method of teaching, and is initiated by introducing a clinical problem through which learning is fostered by active inquisition ( Tavakol and Reicherter, 2003). Using this teaching and learning strategy for web-based environments is examined from the literature for potential implementation in a Bachelor of Nursing program. In view of the evidence, students accessing online nursing subjects would seem to benefit from web-based PBL as it provides flexibility, opportunities for discussion and co-participation, encourages student autonomy, and allows construction of meaning as the problems mirror the real world. PBL also promotes critical thinking and transfer of theory to practice. It is recommended that some components of practice-based subjects such as Clinical Practice or Community Health Nursing, could be implemented online using a PBL format, which should also include a discussion forum to enable group work for problem-solving activities, and tutor facilitation.

Strategies used by science student teachers for subject knowledge development: a focus on peer support

The demand on science teachers in England and Wales in terms of their own subject knowledge has increased significantly since the 1980s. This has created pressure on pre‐service educators to adequately prepare pre‐service teachers regarding their science knowledge, during a very intensive course. This qualitative study explored the perceptions of students about the range of strategies they use to facilitate their subject knowledge development during a one‐year postgraduate initial teacher education course, with a particular focus on their use of peers. The majority of the pre‐service teachers used their peers in a range of different ways to develop their own knowledge and understanding of science. They valued this support highly and believed that with enhanced tutor facilitation, peers could be used to greater effect. These findings are discussed in terms of the demands of a highly regulated, standards‐driven model of teacher education and the desire to encourage the development in our students of a sense of professionalism characterised by both autonomy and collegiality.

Self-directed learning in population health: a clinically relevant approach for medical students

Background: In this article, we describe the education model used to integrate population health learning into a new 4-year medical program at the University of Sydney. Method: Our two-pronged approach aims to prepare third-year students to integrate population health thinking into their day-to-day clinical reasoning and to equip them with skills to investigate specific population health topics. We provide an example of a student-led, small-group session on health issues for disadvantaged populations, along with an outline of our assessment and evaluation methods. This innovative course illustrates one approach to the challenge of motivating students to bridge the gap between their interest in the medical care of individual patients and the healthcare needs of whole populations. Results/Conclusions: Students performed adequately in the assessments required for progression to the next year of the program. Students rated the case-based exercises; self-directed learning; on-line and library resources; tutor facilitation; and student-led, small-group sessions as effective methods for learning.

How Effective is Group Work in Enhancing Work‐based Learning? An evaluation of an education studies course

abstract This article outlines the evaluation of student‐led group work as the major vehicle for a professional course in education (PGCE whole school studies) which relies heavily on work‐based learning. Group work is found to be an effective means of enhancing reflective practice. Problems of engaging whole group responsibility for the tasks and activities can be effectively managed through appropriate structuring of the learning experiences, induction programmes in team work, review and tutor facilitation. Two issues are identified as problematical in longer‐term work of this kind. The first is that of the social cohesion of the groups; where this works well the learning experience is enhanced, where not students are deprived of an effective learning experience. The other is that of the appropriateness of this form of learning for all preferred learning styles. A flexibility of approach is recommended.