1. Faculty Development Tutor training and assessment Anne Baroffio, PhD M. Nendaz, MD, MHPE University of Geneva – Faculty of Medicine

2. Question Tutor training : what do you think is important and should be considered?

3. Tutor training: what’s important?  Awareness of the curriculum  Knowledge of the teaching unit content  Understanding the PBL process and its cognitive bases  Experience a tutorial and the role of tutor

4. Tutor training: the Geneva model Basic workshop preclinical/clinical Observation of a tutorial Feed-back Workshops specific to teaching unit Workshops specific to LCE Level I Level II

5. 1. Orientation to the curriculum 2. Perceptions of tutor role 3. Teaching formats  PBL process 4. Tutorial simulation and debriefing  pedagogical principles 5. Specific aspects Basic sciences tutors (pre-clinical teaching units) Clinician tutors (clinical environment units) Tutor training: basic workshop (3 hours)

6. Tutor training: tutorial observation (2x2 hrs) Each candidate tutor participates in the 2 tutorial sessions of a problem as observer

7. Tutor training: feedback session (2 hrs)  Debriefing of the observation  Discussion about the role of the tutor  Strategies for difficult situations  Presentation of the evaluations (program, tutor, student)

8. Level II specific workshop Principles:  Address experienced tutors within their teaching context  Based on tutors’ and units’ needs  Illustrates typical difficult tutorial situations  Sharing of strategies

9. Tutors’ quality control  Tutors are evaluated by students  By each student of the group (8 to 10)  At the end of their teaching unit (2 to 4 weeks)

10. Assessing tutors during tutorial

11. Overall evaluation Your overall evaluation of this tutor is (5) outstanding (3) satisfactory (1) very unsatisfactory

12. Specific evaluation Scale: (5) Completely agree; (4) Moderately agree (3) indifferent (2) Moderately disagree; (1) Completely disagree Knows PBL steps Helps me to identify important points of the problem Guides me to learning objectives Knows problem content …. Gives me a regular feedbak

13. Group evaluation My group follows PBL steps Each-one is participating Group functioning is regularly evaluated ……

14. Duration of tutorials Mean duration of tutorial 1and 2: 3hrs

15. Open comments What you like in your tutor What you would like him to change Comments on my group My tutor provides feedback on the following points….. I wish I had received feedback on the following points…..

17. TUTORING: some practical aspects and difficulties

18. The tutor! ??

19. « When should I intervene…? »  Tutorial 1 (brainstorming) Discussion blocked, stuck Circular discussion Out-of-topic discussion Incoherence ( correctness) To make links …  Tutorial 2 (information sharing) Verify the coherence Verify knowledge  Correctness  Depth and broadness: see in the tutor guide!  Ability to transfer knowledge to another problem

20. « To intervene or not to intervene ? » … or how not to give immediate answers…  Make the students justify and commit Why? What brought you up to this?… I don’t understand…  Use the group What do you think about your colleague’s opinion? Is every one OK with this explanation? Who has another explanation?  Make the students summarize Who can summarize what we came up with until know?

21. Some tutor fears…

22. Nobody speaks (silence…)  Don’t speak either…  Reformulate question  Suggest reflexion tracks Pathophysiology links Reactivate previous knowledge  …

23. « they don’t know anything… »  Reactivate previous knowledge  Create links  Reformulate questions Break down questions going to the problem  …

24. « we don’t have enough time »  Be prepared  Be directive in the tutorial process if needed  Keep in mind the learning objectives of the problem  Give feedback to the head of the unit if the problem is poorly elaborated  …

25. Ill-functioning behaviors

26. The Wise: - Precious help - Use him/her - Make him/her contribute The Fighter: - stay calm - do not enter in symmetry - prevent him/her to direct the discussion

27. « Knows everything »: -Bring the group criticize his/her theories Speaks all the time: - interrupt him/her with tact - limit speaking time

28. Shy: - bring him/her self confidence - ask easy questions - draw attention to what he/she said Always against the system: -Use his/her knowledge and experience - « What do you propose? »

29. Sleeps all the time: - ask him/her - bring him/her to give an opinion The Great Lord: -Do not criticize openly - « yes, but… » - « ok, but there is something else… » Cunning: Tries to trick the tutor - ask questions back - relay question to the group

30. In sum…  To be a tutor is a skill  Those skills can be learned and trained  Importance of tutor training  Importance of tutor discussions and meetings

31. … and tutors like this job !!! Relax and enjoy !!