The Tutor's Task

• Guide students through the PBL process

  • Proper sequence of phases

  • Proper attention to each phase

   

• Communicate at metacognitive level

  •  Do not provide information

  • Do not respond evaluatively

   

• Probe student's knowledge/reasoning deeply

  • Challenge terms, opinions, "facts" (Whether you agree or not)

  • "Why?, Why? Why?"

   

• Involve all students in PBL process

• Modulate the challenge/flow of the process

  • Avoid overwhelming students

  • Avoid student boredom

   

• Monitor/Manage interpersonal dynamics

  • Encourage group responsibility for process and content

   

• Make educational diagnoses

  • Attend to problems of

    • Knowledge/understanding

    • Reasoning/critical thinking

    • Self-directed study

    • Initiative diligence

  • Ask students to reflect on these areas

   

• Model, support, then fade from the process by promoting...

  • Students taking responsibility for the PBL process

  • Student-student interactions

  • Students becoming independent learners

   

• When in doubt...

  • Opt for studetn-centered action

  • Let the process work (hold back)

  • ask "Why?"

  • Ask for problem synthesis

   

SOURCE: Department of Medical Education, Southern Illinois University School of Medicine