TUTORIAL

By

Sri Sundari Purbohadi

MEDU FK UMY

Characteristics of PBL

PBL enhances active learning; The curriculum is structured around blocks; It is multidisciplinary; Learning is problem driven; Learning occurs in small tutorial groups; Student-Centered learning; Skills-oriented; Learning environment is realistic; Assessment matches educational objectives.

Implementation of PBL

Tutorial setting Elements of PBL

Problem Tutor Student Tutorial Group

Traditional Lecture

““Tutor ”Tutor ”

Students”Students”

Tutor

PBL Tutorial

StudentsStudents

““Tutor ”Tutor ” Tutor

PBL in a tutorial group

A tutorial group is a collection of individuals who meet, exchange ideas and information, and work together on a shared objective or task.

It consists of: A tutor/fascilitator 6-10 learners (a scribe and a discussion leader)

Key Elements in PBL

Tutorial Group

Process

Tutor

StudentsProblem

Definition of a Problem in PBL

The description of a set of phenomena or events

in need of explanation in terms of an underlying

process, mechanism or principle.

Problem

Requirements for a PBL Tutor

Has knowledge of the process of PBL Is committed to student-directed learning Is able to generate a non-threatening

environment while still acting to promote discussion and critical thinking

Is willing to make constructive evaluation of student and group performance

Tutor

Role of Students in PBL Tutorials

Learner Leader * Chair Facilitator * Sciber Recorder * Active member Elaborator Critic Evaluator Encourager

Students

Tutorial Group

The Seven

JumpThe Seven

Jump

1) Clarification

unfamiliar of

terms

1) Clarification

unfamiliar of

terms2) Problem

definition2) Problem

definition

3) Brainstor

ming3) Brainstor

ming

4) Analyzing the

problem4) Analyzing the

problem

5) Formulate

learning

objectives

5) Formulate

learning

objectives

6) Collect new

information (outside group)

6) Collect new

information (outside group)

7) Report and

synthesis of

information

7) Report and

synthesis of

information

Clarifying concepts/terms

To avoid confusion, concepts/terms used in the task are first clarified

To enable all participants to start from a common starting point recognizing concepts/terms lacking clarity recognizing confusing concepts/terms asking for an explanation giving an explanation (van Til & van der Heijden,1998)

Defining the problem

The essence of the task is determined in order to determine the boundaries of the topics putting forward proposals for a definition translating the essence of the task into a

defined problem clearly formulating a concrete problem

(van Til & van der Heijden,1998)

Case

Seorang laki-laki, usia 30 tahun datang ke IGD RS karena nyeri pinggang. Laki-laki tersebut merasakan nyeri secara tiba-tiba. Selain nyeri pinggang laki-laki tersebut merasakan mual dan badan panas. Sejak kemarin buang air kecil anyang-anyangen. Buang air besar seperti biasa.

Brainstorming

Ask students to list out what they know about the task, with relevant explanations

Give additional information about listed aspects and alternative explanations

asking more detailed questions asking questions regarding matters students

do not know listing alternatives

(van Til & van der Heijden,1998)

Problem Analysis/Systematic classification Creating links between listed aspects and

explanations Using diagrams noting any unclarity and gaps in the classification Explanations and hypotheses of the group are

discussed in depth and systematically Ideas form the braistrom are ordered and related to

each other(van Til & van der Heijden,1998)

Formulating learning objectives

Formulating learning objectives on topics they do not know

creating a link with the problem analysis Based on obscurities and contradictions from

the problem analysis.

(van Til & van der Heijden,1998)

Self Study

Scheduling effective use of available time

Selecting sources of information relevance and appropriateness

Studying sources objective-based and application

Preparing reports linkage to objectives

(van Til & van der Heijden,1998)

Reporting

Presenting what has been studied briefly creating links with learning objectives supporting presentation with diagrams and /or

examples quoting sources asking questions in case of unclarity giving additional information testing the new knowledge

(van Til & van der Heijden,1998)

Role of Chair and Scriber

Role of Chair

step 1: Clarifyingunfamiliarterms

•Invite group members to read theProblem

•Check if everyone has read theproblem

• Check if there are unfamiliar termsin the problem

• Conclude and proceed to the next

Role of Chair

Step 2: Problem definition

• Ask the group for possible problem definition• Paraphrase contributions of group members• Check if everyone is satisfied with the problem definition• Conclude and proceed to the next step

Role of Chair

Step 3:Brainstorm

• Allow all members to contribute One by one• Summarize the contribution• Stimulate all members to contribute• Summarize at the end of the brainstorm• Make sure that the critical analysis of all contributions is postponed until step 4

Role of Chair

Step 4:Analizyng

the problem

• Make sure that all points from thebrainstorm are discusses• Summarize the contribution• Ask questions, promotes depth inthe discussion• Make sure the group does not strayfrom the subject• Stimulate members to find relationsbetween topics• Stimulate all members to contribute

Role of chair

Step 5:formulating

learningissues

• Ask for possible learning issues• Paraphrase contributions of group members• Check if everyone satisfied with the learning issues• Check if all obscurities and contradictions from problem analysis have been converted into learning issues

Role of chair

Step 7: reporting

• Prepare the structure of the reporting step• Make an inventory of what sources have been used• Repeat every learning issues and asks what have been found• Summarize contributions of group members• Ask questions, promotes depths in the discussion• Stimulate group members to find relations between topics• Stimulate all members to contribute• Conclude the discussion of each learning issues with summary

Role of Scriber

Step 1:clarifying down

the unfamiliar terms

Step 2: problemdefinition

Step 3:Brainstorming

• Note down the unfamiliar terms

Note down the problem definition

• Make brief and clear summaries ofcontributions

• Distinguish between main pointsand side issues

Role of Scriber

• Step 4: analyzingthe problems

• Step 5: formulatinglearning issues

Step 7:reporting

Make brief and clear summaries ofcontributions

• Note down the learning issues

• Make brief and clear summaries ofcontributions

• Distinguish between main pointsand side issues

• Indicate relation between topics,make schema

Follow the steps of the process in sequence Participate in discussion Listen to and respect contributions of others Ask open questions Research all the learning objectives Share informations with others

Active member

Tutor

Role of facilitator to stimulatelearning process

• Diagnostician• Challenger• Model• Activator• Monitor• Stimulator of reflection• Consultant

Skills of facilitator to stimulatelearning process

• Asking and answering question• Active Listening

Role of facilitator to stimulatethe group process

Stages of group development 1. Forming 2. Storming 3. Norming 4. Performing 5. Adjourning

References

Tang, C. & 12 others (1997). Developing a context-based PBL model. In J. Conway, R., Risher, L. Sheridan-Burns and G. Ryan (eds). Research and Developing in problem-based learning. Volume 4: Integrity, innovation, integration. Newcastle: Australian Problem Based Learning Network

Biggs, J. (1999). Teaching for quality learning in university. London: The Society for Research into Higher Education & Open University Press.

Barrows, H.S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20, 481-486.