The tutorial process in problem-based learning
The ‘Seven-Jump’ method for problem based learning tutorials as
used at the University of Limburg, Maastricht. (after Gijselaers,
1995)
‘Jump’
1
2
3
4
5
6
7
Activities
Clarify terms and concepts not readily
comprehensible
Define the problem
Analyse the problem and offer
tentative explanations
Draw up an inventory of explanations
Formulate learning objectives
Collect further information through
private study
Synthesize the new information and
evaluate and test it against the original
problem. Reflect on and consolidate
learning
Timing
First meeting
Between meetings
Second meeting
A briefing form for PBL tutors (adapted from Abu Bakar, 1991)
Facilitator
Activity
Student Activity
Reasoning
Welcome and
open session
Give the trigger
and facilitate
discussion etc
i)
ii)
iii)
iv)
recognise
cues
formulate
problem
generate
hypothesis
develop
enquiry
strategy
Learning Goals
and Learning
Resources
Discussion
Learning goals:
a) ……
b) ……
c) ……
Learning
resources:
x) …..
y) ….
z) ….
The exact contents of the cells in the matrix would depend on the nature
of the problem trigger with the learning goals set and learning resources
made available appropriate to it.
Not all problem-based tutorials necessarily work effectively and Dolmans,
Wolhagen, van der Vleuten and Wijnen (2001) accept that tutorial groups
can sometimes fall into what they describe as ritual behaviour. This is
when the group gives the appearance of active involvement but discussion
lacks purpose and fails to generate elaboration and activation of prior
knowledge. Dolmans et al say that ritual behaviour occurs when students
fail to prepare effectively and read aloud from poorly understood
materials in the tutorial session. Tutors can compound this by filling in
the gaps by giving impromptu lectures. Dolmans et al suggest that tutors
need to be prepared to ask stimulus questions and lead students through
the elaboration of the materials they have collected and not to accept
simple reports read aloud. They also suggest that in such situations
tutors should ask the group to reflect on their own processes, both as
individuals and as a group.
References:
Abu Bakar, E (1991) Materials for problem-based learning sessions: an
example of preclinical PBL material at Kebangsaan, Malaysia. Annals of
Community Orientated Education 4 107-122.
Dolmans, D H J M, Wolfhagen, I H A P, van der Vleuten, C P M & Wijnen,
W H F W (2001) Solving problems with group work in problem-based
learning: hold on to the philosophy. Medical Education. 35 884-889.
Gijselaers, W (1995) Perspectives on problem-based learning; pp 39-52 in
Gijselaers, W, Tempelaar, D, Keizer, P, Blommaert, J, Bernard, E &
Kapser, H (eds) Educational Innovation in Economics and Business
Administration: The Case of Problem-Based Learning. Dordrecht: Kluwer.