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TUTORIAL

By
Sri Sundari
MEDU FKIK UMY

Characteristics of PBL

PBL enhances active learning;


The curriculum is structured around blocks;
It is multidisciplinary;
Learning is problem driven;
Learning occurs in small tutorial groups;
Student-Centered learning;
Skills-oriented;
Learning environment is realistic;
Assessment matches educational objectives.

Implementation of PBL
Tutorial setting
Elements of PBL

Problem
Tutor
Student
Tutorial Group

Traditional Lecture
Tutor
Tutor

Students

PBL Tutorial
Tutor
Tutor

Students

PBL in a tutorial group


A tutorial group is a collection of individuals who
meet, exchange ideas and information, and
work together on a shared objective or task.
It consists of:
A tutor/fascilitator
8-14 learners (a scribe and a discussion leader)

Key Elements in PBL


Tutor
Tutorial
Group
Process
Problem

Students

Definition of a Problem in PBL


Problem
The description of a set of phenomena or events
in need of explanation in terms of an underlying
process, mechanism or principle.

Requirements for a PBL Tutor


Tutor
Has knowledge of the process of PBL
Is committed to student-directed learning
Is able to generate a non-threatening

environment while still acting to promote


discussion and critical thinking
Is willing to make constructive evaluation of
student and group performance

Role of Students in PBL Tutorials


Students

Learner
Leader
Facilitator
Recorder
Elaborator
Critic
Evaluator
Encourager

* Chair
* Sciber
* Active member

Tutorial Group

2)Problem
Problem
2)
definition
definition

3) Brainstor
Brainstor
3)

ming
ming

1)Clarification
Clarification
1)
unfamiliarof
of
unfamiliar
terms
terms

7) Report
Reportand
and
7)

synthesisof
of
synthesis
information
information

The Seven
Seven
The
Jump
Jump

6) Collect
Collectnew
new
6)

information
information
(outsidegroup)
group)
(outside

4) Analyzing
Analyzingthe
the
4)

problem
problem

5) Formulate
Formulate
5)

learning
learning
objectives
objectives

Case
Seorang laki-laki, usia 30 tahun datang ke IGD

RS karena nyeri pinggang. Laki-laki tersebut


merasakan nyeri secara tiba-tiba. Selain nyeri
pinggang laki-laki tersebut merasakan mual
dan badan panas. Sejak kemarin buang air
kecil anyang-anyangen. Buang air besar
seperti biasa. Paisen didiagnosis infeksi
saluran kencing. Oleh dokter pasien diberikan
obat amoksisilin 500 mg 3 x 1 tablet dan asam
mefenamat 3x1 tablet selama 4 hari.

Clarifying concepts/terms
To avoid confusion, concepts/terms used in the task

are first clarified


To enable all participants to start from a common
starting point

recognizing concepts/terms lacking clarity


recognizing confusing concepts/terms
asking for an explanation
giving an explanation
(van Til & van der Heijden,1998)

Defining the problem


The essence of the task is determined in

order to determine the boundaries of the


topics
putting forward proposals for a definition
translating the essence of the task into a
defined problem
clearly formulating a concrete problem

(van Til & van der Heijden,1998)

Brainstorming
Ask students to list out what they know about

the task, with relevant explanations


Give additional information about listed
aspects and alternative explanations
asking more detailed questions
asking questions regarding matters students
do not know
listing alternatives

(van Til & van der Heijden,1998)

Problem Analysis/Systematic
classification
Creating links between listed aspects and

explanations
Using diagrams
noting any unclarity and gaps in the classification
Explanations and hypotheses of the group are
discussed in depth and systematically
Ideas form the braistrom are ordered and related to
each other
(van Til & van der Heijden,1998)

Formulating learning objectives


Formulating learning objectives on topics they

do not know
creating a link with the problem analysis
Based on obscurities and contradictions from
the problem analysis.

(van Til & van der Heijden,1998)

Self Study
Scheduling

effective use of available time

Selecting sources of information

relevance and appropriateness

Studying sources

objective-based and application

Preparing reports

linkage to objectives
(van Til & van der Heijden,1998)

Reporting
Presenting what has been studied briefly
creating links with learning objectives
supporting presentation with diagrams and /or

examples
quoting sources
asking questions in case of unclarity
giving additional information
testing the new knowledge
(van Til & van der Heijden,1998)

Role of Chair and Scriber

Role of Chair
step 1:
Clarifying
unfamiliar
terms

Invite group members to read the

Problem
Check if everyone has read the
problem
Check if there are unfamiliar terms
in the problem
Conclude and proceed to the next

Role of Chair
Ask the group for possible problem

Step 2:
definition
Problem definition Paraphrase contributions of group
members
Check if everyone is satisfied with
the problem definition
Conclude and proceed to the next
step

Role of Chair

Step 3:
Brainstorm

Allow all members to contribute


One by one
Summarize the contribution
Stimulate all members to contribute
Summarize at the end of the
brainstorm
Make sure that the critical analysis
of all contributions is postponed
until step 4

Role of Chair
Step 4:
Analizyng
the problem

Make sure that all points from the


brainstorm are discusses
Summarize the contribution
Ask questions, promotes depth in
the discussion
Make sure the group does not stray
from the subject
Stimulate members to find relations
between topics
Stimulate all members to contribute

Role of chair
Step 5:
formulating
learning
issues

Ask for possible learning issues


Paraphrase contributions of group
members
Check if everyone satisfied with the
learning issues
Check if all obscurities and
contradictions from problem
analysis have been converted into
learning issues

Role of chair
Step 7:
reporting

Prepare the structure of the reporting step


Make an inventory of what sources have
been used
Repeat every learning issues and asks
what have been found
Summarize contributions of group
members
Ask questions, promotes depths in the
discussion
Stimulate group members to find relations
between topics
Stimulate all members to contribute
Conclude the discussion of each learning
issues with summary

Role of Scriber
Step 1:
clarifying down
the unfamiliar terms

Note

down the unfamiliar terms

Step 2: problem
definition

Note down the problem definition

Step 3:
Brainstorming

Make brief and clear summaries of


contributions
Distinguish between main points
and side issues

Role of Scriber
Step 4: analyzing
the problems

Step 5: formulating
learning issues

Make brief and clear summaries of


contributions

Note down the learning issues

Make brief and clear summaries of

Step 7:
reporting

contributions
Distinguish between main points
and side issues
Indicate relation between topics,
make schema

Active member
Follow the steps of the process in sequence
Participate in discussion
Listen to and respect contributions of others
Ask open questions
Research all the learning objectives
Share informations with others

Tutor

Role of facilitator to stimulate


learning process
Diagnostician
Challenger
Model
Activator
Monitor
Stimulator of reflection
Consultant

Skills of facilitator to stimulate


learning process
Asking and answering question
Active Listening

References
Tang, C. & 12 others (1997). Developing a context-based PBL

model. In J. Conway, R., Risher, L. Sheridan-Burns and G.


Ryan (eds). Research and Developing in problem-based
learning. Volume 4: Integrity, innovation, integration.
Newcastle: Australian Problem Based Learning Network
Biggs, J. (1999). Teaching for quality learning in university.
London: The Society for Research into Higher Education &
Open University Press.
Barrows, H.S. (1986). A taxonomy of problem-based learning
methods. Medical Education, 20, 481-486.

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