An exploration of tutors' experiences of facilitating problem-based learning. Part 2--implications for the facilitation of problem based learning.
This paper is the second of two parts exploring a study that was undertaken to investigate the role of the tutor in facilitating problem-based learning (PBL). The first part focussed on the methodological underpinnings of the study. This paper aims to focus on the findings of the study and their implications for the facilitation of PBL. Six essential themes emerged from the findings that described the facilitation role. The tutors believed that their facilitation role was essentially structured around the decision of when to intervene and how to intervene in the PBL process. Modelling and non-verbal communication were seen as essential strategies for the facilitator. Underpinning these decisions was the need to trust in the philosophy of PBL. However, within many of the themes, there was a divergence of opinion as to how the role should actually be undertaken. Despite this, these findings have implications for the future role of PBL facilitators in Health Professional Education.
Haith-Cooper
Melanie
M
Division of Midwifery and Women's Health, School of Health Studies, University of Bradford, 25 Trinity Road, Bradford West Yorks, BD5 OBB, UK.
D001291:Attitude of Health Personnel; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005181:Faculty, Nursing; D006126:Group Processes; D006801:Humans; D007400:Interprofessional Relations; D017145:Models, Educational; D020380:Needs Assessment; D009633:Nonverbal Communication; D024802:Nurse's Role; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D009736:Nursing Process; D010687:Philosophy, Nursing; D018794:Problem-Based Learning / Q000379:methods*; D013338:Students, Nursing / Q000523:psychology; D013850:Thinking