title: Problems identified by tutors in a hybrid problem-based learning curriculum.
abstract: Problem-based learning (PBL) tutors (n = 27) were interviewed to identify problems they encountered in facilitating a hybrid PBL-lecture curriculum. Analysis of responses yielded six problems for students: "mini-lecturing," dysfunctional group dynamics, completing cases too quickly, superficial research, frustration with tutors who lack content expertise, and lack of support for PBL. These may arise because students lack problem-solving and interpersonal skills needed to benefit from PBL.
authors.affiliation: Department of Medicine, Faculty of Health Sciences, Queen's University, Kingston, ON, Canada. houldenr@post.queensu.ca
authors.forename: R L
authors.initials: RL
authors.lastname: Houlden
authors.forename: C P
authors.initials: CP
authors.lastname: Collier
authors.forename: P J
authors.initials: PJ
authors.lastname: Frid
authors.forename: S L
authors.initials: SL
authors.lastname: John
authors.forename: H
authors.initials: H
authors.lastname: Pross
mesh_terms: D003479:Curriculum; D007398:Interpersonal Relations; D007407:Interviews as Topic; D011340:Problem Solving; D018794:Problem-Based Learning; D013337:Students, Medical