1. Tutor Role in Problem Based LearningBy
Mohammad Osamah Ibrahim Aloughda
M.B., B. Ch., M. Sc., Ph. D. (Path.), MHPE (Educ.)
Professor of Pathology

2. Expected Goals of the Present Session
Define tutor, how he differs from teacher
Tutor as part of successful group learning
Recognize tutor functions in small group discussions

3. TOPICS Tutors as educators Tutor & teachers Tutor functions in PBL
The effective tutor!
Groups; tutors & performances

4. Tutor + problem + group = PBL
Background
Tutor + problem + group = PBL
All of the previous factors, mutually contribute to each other .
Also, maintenance and progress of group functioning in PBL; is largely steered by an effective tutor .

6. A tutor!
A university educator who leads a task-oriented group to successfully achieve the objectives of a PBL program in small groups.
An effective tutor is an important factor for the success of PBL.

7. Tutors versus Teachers
A tutor differs from a teacher as regards:
1. Giving the learning process due priority rather than to the learning content
2. Performing coaching and collaboration rather than dominance & retraction.
3. Paying due care to group dynamics
4. Being interested in promoting student development & progress

8. Tutor Functions in PBL Facilitating learning
Encourages problem solving
Promotes critical thinking
Stimulates self directed learning
Enhancing group interaction
Guiding in use of resources
Assessing the group progress

9. Facilitating Learning ‘1’
Starting and ending discussions
Promoting problem solving & deep critical thinking
Focusing attention on the relevant issues
Moderating & linking the raised assumptions then reflecting on them to draw concepts and synthesize usable conclusions to set up learning issues
Making sure that students stick to preset objectives
Helping the group set up learning priorities
Making sure that all problem items are handled

10. Facilitating Learning ‘2’
Intervention when necessary (standstill, dead lock or side discussions, dominant member, unpleasant arguments etc)
Guiding students in case they sneak into errors overlooked by the group
Asking non directive open ended questions
Summarizing, connecting issues & filling gaps
Help the group formulate learning issues

11. Tutor Functions in PBL Facilitating learning
Encourages problem solving
Promotes critical thinking
Stimulates self directed learning
Enhancing group interaction
Guiding in use of resources
Assessing the group progress

12. Enhancing group interaction
Assuring physical set up of the group: etc
Breaking barriers (in first meetings)
Creating pleasant atmosphere
Calling members with their names
Assuring the participation of all members
Managing conflict in opinions
Emphasizing key points raised by group members
Encouraging self running of the group

13. Guiding in use of resources
Tutors guide learners to the appropriate learning resources that meet their learning needs.
Encourage use of references, dictionaries, audiovisuals, internet.
Expert tutor may help if requested by students to cross over a stand still

14. Assessing Group Progress
Formative assessment of student learning achievement
Giving feed back on group performance
Self & peer assessment of:
The learning process
The problem
The tutor’s role

15. Barriers to Tutor Role Some of the difficulties that can
negatively affect the tutor role are:
Related to the Tutor himself
Related to students
Related to the problem

16. Barriers to Tutor Role Some of the common barriers are:
Language skills
Students’ perceptions of tutor role
Previous training & knowledge

17. Tutor Skills practiced in PBL
1. Communication skills
2. Leadership skills
3. Conflict managing skill
4. Decision making skill
5. Time management skill
6. Organizational skills

18. The Effective Tutor An effective tutor should be: Pleasant Skillful
Facilitator of learning
Convinced of PBL
Available as learning resource
Credible evaluator

19. Conclusion
An effective tutor is the most crucial part in the success of PBL process
The tutor role in PBL, is facilitating learning & assessing group progress
Enhancement of tutor competencies reduces differences between small groups and augments performance