The tutorial process in problem-based learning

The Seven-Jump method for problem based learning tutorials as used at the University of Limburg, Maastricht. (after Gijselaers, 1995)
Jump 1 2 3 4 5 6 7 Activities Clarify terms and concepts not readily comprehensible Define the problem Analyse the problem and offer tentative explanations Draw up an inventory of explanations Formulate learning objectives Collect further information through private study Synthesize the new information and evaluate and test it against the original problem. Reflect on and consolidate learning Timing

First meeting

Between meetings Second meeting

A briefing form for PBL tutors (adapted from Abu Bakar, 1991)
Facilitator Activity Student Activity Learning Goals and Learning Resources Discussion

Reasoning Welcome and open session Give the trigger and facilitate discussion etc

i) ii) iii)

iv)

recognise cues formulate problem generate hypothesis develop enquiry strategy

Learning goals: a) b) c) Learning resources: x) .. y) . z) .

The exact contents of the cells in the matrix would depend on the nature of the problem trigger with the learning goals set and learning resources made available appropriate to it.

Not all problem-based tutorials necessarily work effectively and Dolmans, Wolhagen, van der Vleuten and Wijnen (2001) accept that tutorial groups can sometimes fall into what they describe as ritual behaviour. This is when the group gives the appearance of active involvement but discussion lacks purpose and fails to generate elaboration and activation of prior knowledge. Dolmans et al say that ritual behaviour occurs when students fail to prepare effectively and read aloud from poorly understood materials in the tutorial session. Tutors can compound this by filling in the gaps by giving impromptu lectures. Dolmans et al suggest that tutors need to be prepared to ask stimulus questions and lead students through the elaboration of the materials they have collected and not to accept simple reports read aloud. They also suggest that in such situations tutors should ask the group to reflect on their own processes, both as individuals and as a group. References: Abu Bakar, E (1991) Materials for problem-based learning sessions: an example of preclinical PBL material at Kebangsaan, Malaysia. Annals of Community Orientated Education 4 107-122. Dolmans, D H J M, Wolfhagen, I H A P, van der Vleuten, C P M & Wijnen, W H F W (2001) Solving problems with group work in problem-based learning: hold on to the philosophy. Medical Education. 35 884-889. Gijselaers, W (1995) Perspectives on problem-based learning; pp 39-52 in Gijselaers, W, Tempelaar, D, Keizer, P, Blommaert, J, Bernard, E & Kapser, H (eds) Educational Innovation in Economics and Business Administration: The Case of Problem-Based Learning. Dordrecht: Kluwer.