Characteristics of the Ideal Problem-Based Learning Tutor in Clinical Medicine
| Autor: | W. Porter Mayo, Michael B. Donnelly, Richard W. Schwartz |
|---|---|
| Rok vydání: | 1995 |
| Předmět: |
Medical education
030505 public health Health Policy media_common.quotation_subject 05 social sciences 050401 social sciences methods Creativity Experiential learning 03 medical and health sciences 0504 sociology Social skills Problem-based learning Preparedness Active learning ComputingMilieux_COMPUTERSANDEDUCATION Personality 0305 other medical science TUTOR Psychology computer media_common computer.programming_language |
| Zdroj: | Evaluation & the Health Professions. 18:124-136 |
| ISSN: | 1552-3918 0163-2787 |
| DOI: | 10.1177/016327879501800202 |
| Popis: | The Department of Surgery at the University of Kentucky Chandler Medical Center recently incorporated the problem-based learning (PBL) method into its third-year clerkship. The role of the tutor in the PBLformat, which emphasizes small-group learning, proved critical. PBL sessions succeed orfail in direct proportion to the tutor's preparedness and training for the task, organizational abilities, interpersonal skills, and sensitivity to students. Ideal PBL tutors must be activators rather than facilitators. Activators cause active student learning by motivating and leading students with appropriate, open-ended questions. This artick focuses on the skills possessed by outstanding tutors, including imagination, creativity, personality, and temperament. These characteristics are listed as goals for tutors and areas that may need development as we attempt to improve our tutorial abilities. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|