Treading tactfully on tutor turf: Does PBL tutor content expertise make a difference?

Medical Education

Volumn 38, Issue 9, 2004, Pages 918-920

  Albanese, Mark A ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL PRACTICE; DNA SEQUENCE; EDITORIAL; EDUCATION PROGRAM; LEARNING; MEDICAL EDUCATION; PRACTICE GUIDELINE;

CURRICULUM; EDUCATION, MEDICAL; FACULTY, MEDICAL; HUMANS; PROBLEM-BASED LEARNING; PROFESSIONAL COMPETENCE;

EID: 4544223413     PISSN: 03080110     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1365-2929.2004.01964.x     Document Type: Editorial

References (7)

1. Gilkison A. Techniques used by 'expert' and 'non-expert' tutors to facilitate PBL tutorials. Med Educ 2003;37:6-14.
2. Miflin B. Problem-based learning: the confusion continues. Med Educ 2004;38:923-5.
3. Silver M, Wilkerson L. Effects of tutors with subject expertise on the problem-based tutorial process. Acad Med 1991;66:298-300.
4. Wilkerson L, Hafler JP, Liu PA. A case study of student-directed discussion in four problem-based tutorial groups. In: Research in Medical Education: Proceedings of the 30th Annual Conference. Acad Med 1991;66(Suppl.):S79-81.
5. Davis WK, Nairn R, Paine ME, Anderson RM, Oh MS. Effects of expert and non-expert facilitators on small-group process and on student performance. Acad Med 1992;67:470-4.
6. Barrows HS. A taxonomy of problem-based learning methods. Med Educ 1986;20:481-6.
7. Gilkison A. PBL tutor expertise: different questions are needed. Med Educ 2004;38:925-6.