Abstract
This purpose of this brief paper is to provide those new to problem-based learning with a summary of the key findings of research conducted into the beliefs and practices of tutors who facilitator this approach to learning. Although findings from the research do differ there are many areas of agreement. There is general consensus that effective problem-based learning tutors know their subject content and are able to communicate their knowledge in ways that students can comprehend; that they are able to judge when and to what extent to intervene in student learning; and enter the learning environment with an intent for students to develop an understanding of knowledge rather than simply acquire it. Findings from research also suggest that to become an effective tutor takes time and requires support in the form of professional development.
Recommended Citation
Williams, Judith C. and Paltridge, Deborah J.
(2017)
"What We Think We Know About the Tutor in Problem-Based Learning,"
Health Professions Education: Vol. 3:
Iss.
1, Article 4.
DOI: 10.1016/j.hpe.2016.05.001
Available at:
https://hpe.researchcommons.org/journal/vol3/iss1/4
