Job Description PBL FACILITATOR
PAPER 07/CE/28
1. Job Details
Job title: Problem-Based Learning Facilitator
School/Support Department: College of Medicine and Veterinary Medicine
Unit (if applicable): Medical Teaching Organisation
Line manager: Year Director or Module Organiser
Date:
2. Job Purpose
The role of a Problem-Based Learning (PBL) facilitator is to support medical undergraduate
students in collaborative group learning. Supporting students in developing self-directed learning,
group working and meeting skills. Enabling students to manage their own learning and to explore
and understand the breadth and depth of the course topics in an integrative way.
3. Main Responsibilities
The following items are representative work activities which may be undertaken by a Facilitator at
this level:
1. Proactively facilitate PBL sessions on medical cases by encouraging students to i) follow the
problem-based learning framework as documented in study guides and ii) explore and
understand the course content relevant to the case, using course learning objectives and
facilitator guidance notes to indicate the scope and depth required.
2. Carry out necessary prior reading and preparation on PBL topics in order to be able to prompt
discussion and ensure students cover key learning in appropriate depth.
3. Monitor student attendance and participation. Provide feedback to students (peer feedback for
appraisal), highlighting to the year director any concerns about student performance or pastoral
issues.
4. Must attend induction training prior to commencement as a PBL Facilitator and to continue to
attend regularly the ongoing training. Including contributing to the facilitator led training
sessions.
5. Contribute to the evaluation of PBL cases and how students handled these.
4. Planning and Organising
During the PBL session the Facilitator is responsible for maintaining the direction of discussion and
keeping the group on track. The module organiser will set the cases to be discussed at PBL Sessions
and ask the facilitator to comment on and evaluate the cases and other issues related to delivery of
PBL.
Edward Duvall on behalf of PBL Sub-group
1
5. Decision Making
On the basis of detailed facilitator notes provided by module organiser the Facilitator
supports the student by guiding the academic content and managing group dynamics.
Following guidance on problem-based learning the Facilitator intervenes to reinforce the
PBL process. They are not expected to decide on how to deliver topics or materials to
recommend. They would highlight to the year director any concerns e.g. plagiarism,
student performance issues.
6. Key Contacts/Relationships
Year Directors; module organisers; MBChB Year co-ordinators; MBChB Senior Administrative
Officer; PBL coordinator (MTO); undergraduate students.
7. Knowledge, Skills and Experience Needed for the Job
Sufficient knowledge of the topic under discussion to adequately guide discussion and ensure
students cover key learning in appropriate depth. It is not expected that the facilitator will be an
expert or be able to give detailed explanations.
Postholders will normally hold a degree relevant to medicine or will be medically qualified.
Have an understanding of the basic principles of learning and teaching in small groups in particular
PBL and giving students feedback. The induction training and ongoing training will support the
postholders in obtaining further understanding of learning in PBL.
8. Dimensions
PBL groups of 10-12 medical undergraduate students.
9. Job Context and any other relevant information
PBL sessions are taken by first year students who may be under 18 therefore an enhanced
Disclosure Scotland is required before commencement of facilitating.
Edward Duvall on behalf of PBL Sub-group
2