Becoming a tutor: exploring the learning experiences and needs of novice tutors in a PBL programme.
The tutor plays an important role in facilitating learning in a problem-based learning (PBL) curriculum. This paper explored the ways that novice tutors were educated in a PBL programme at McMaster University. Thirteen novice tutors were interviewed in this qualitative, ethnographic study to identif...
| Publicado en: | Medical Teacher Vol. 27; no. 7; pp. 606 - 613 |
|---|---|
| Autores principales: | , , |
| Formato: | research Journal Article |
| Publicado: |
Taylor & Francis Ltd
Nov2005
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106388437&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106388437 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Nov2005 vid: 27 iid: 7 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 106388437 2009087788 10.1080/01421590500069728 NLM16332552 106388437 ppf: 606 ppct: 7 formats: tig: atl: Becoming a tutor: exploring the learning experiences and needs of novice tutors in a PBL programme. aug: au: Jung B Tryssenaar J Wilkins S affil: School of Rehabilitation Science (SRS), McMaster University, Hamilton, Ontario, Canada sug: subj: Problem-Based Learning Teaching Education Ethnographic Research Interviews Ontario Qualitative Studies Telephone Funding Source Human ab: The tutor plays an important role in facilitating learning in a problem-based learning (PBL) curriculum. This paper explored the ways that novice tutors were educated in a PBL programme at McMaster University. Thirteen novice tutors were interviewed in this qualitative, ethnographic study to identify their learning needs and culture at the entry phase of 'becoming a tutor'. Ten tutor guides were also interviewed to provide additional information and perspectives regarding the data generated by the novice tutors. Categories that emerged were: (1) benefiting from the experience, (2) managing the challenges, (3) transitioning to a new role, (4) uncovering learning opportunities, (5) maintaining vigilance, and (6) explicating the implicit. The overarching framework that wove the categories together was that of the theme of storytelling in the teaching-learning process. Implications for practice for tutor training are addressed considering the oral tradition. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|