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What can we learn from problem-based learning tutors at a graduate entry medical school? A mixed method approach

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dc.contributor.author O'Doherty, Diane
dc.contributor.author Mc Keague, Helena
dc.contributor.author Harney, Sarah
dc.contributor.author Browne, Gerard
dc.contributor.author McGrath, Deirdre
dc.date.accessioned 2018-05-08T11:08:02Z
dc.date.available 2018-05-08T11:08:02Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10344/6819
dc.description peer-reviewed en_US
dc.description.abstract Methods: A mixed-methods approach was adopted, utilising two surveys and follow-up focus groups to fully understand the tutor experience. Thirty-three tutors took part in two online surveys with a response rate of 89%. Thirteen tutors participated in two focus groups. Descriptive analysis was completed on survey data and thematic analysis on focus group discussions which highlighted five main themes. Results: Tutors reported challenges with managing group dynamics, development of confidence in tutoring with experience and a willingness to learn from peers to improve practice. Findings are in keeping with previously published work. Results also identified several less commonly discussed issues impacting student engagement in PBL including the use of mobile device technology, unauthorised access to learning objectives and PBL cases, and the importance and need for professional development amongst tutors, including the impact of tutoring on clinical practice. This study revealed that experienced tutors spend considerable time preparing for PBL tutorials in the basic sciences and that this input is rewarded by the benefits it brings to their clinical practice. Conclusions: Understanding PBL from the tutor’s perspective reveals valuable insights which can inform ongoing tutor development and support. Limited research exists in the area of PBL tutor’s experiences which may be of interest to medical educators, clinicians and the wider medical community. Findings highlight the value of shared tutor experiences as a resource that can be capitalised on to benefit both novice and experienced tutors. en_US
dc.language.iso eng en_US
dc.publisher BioMed Central en_US
dc.relation.ispartofseries BMC Medical Education;18: 96
dc.relation.uri https://doi.org/10.1186/s12909-018-1214-2
dc.subject problem-based learning en_US
dc.subject tutor experience en_US
dc.subject small group learning en_US
dc.subject graduate entry medicine en_US
dc.title What can we learn from problem-based learning tutors at a graduate entry medical school? A mixed method approach en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1186/s12909-018-1214-2
dc.contributor.sponsor Graduate Entry Medical School, University of Limerick en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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