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The influence of tutoring competencies on problems, group functioning and student achievement in problem‐based learning
Author(s) -
Van Berkel Henk J M,
Dolmans Diana H J M
Publication year - 2006
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2006.02530.x
Subject(s) - problem based learning , psychology , small group learning , context (archaeology) , cooperative learning , collaborative learning , constructive , tutor , curriculum , affect (linguistics) , mathematics education , active learning (machine learning) , interpersonal communication , quality (philosophy) , medical education , teaching method , pedagogy , social psychology , process (computing) , computer science , medicine , communication , artificial intelligence , operating system , paleontology , philosophy , epistemology , biology
Context Prominent factors in problem‐based learning (PBL) are the problems to be solved, tutorial group functioning and tutors' competencies. These factors mutually affect one another and largely determine whether a powerful learning environment will be created. It is a tutor's task to stimulate active, self‐directed, contextual and collaborative learning and display interpersonal behaviour that is conducive to students' learning. We investigated the effects of tutors' competencies on students' learning and on other variables, such as group functioning and student achievement. Objectives We investigated whether tutors who stimulate active, self‐directed, contextual and collaborative learning make better use of problems and meaningful contexts in PBL and also enhance group functioning. We also investigated whether the quality of problems has a positive impact on group functioning and whether group functioning advanced student achievements. Methods Questionnaires were used to collect data from students at the end of 11 modules in Years 1 and 2 of a PBL undergraduate medical curriculum. We used structural equation modelling to test the fit of a theoretical model representing the factors of interest and their relationships. Results Stimulation of active and constructive learning, self‐directed learning and collaborative learning by tutors enhanced the quality of the problems and group functioning. The quality of the problems promoted group functioning, which was found to have a positive effect on student achievement. Conclusions Tutors' competencies had a positive effect on the learning of students. This suggests that it would be worthwhile including these competencies in staff development.