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 * Chair
Facilitator * Sciber
Recorder * Active member
Elaborator
Critic
Evaluator
Encourager
Tutorial Group
 1) Clarification
unfamiliar of
terms
7) Report and
2) Problem
synthesis of
definition
information

The Seven
3) Brainstor Jump 6) Collect new
ming information
(outside group)

4) Analyzing the 5) Formulate

problem learning
objectives
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)

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.
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: Invite group members to read the
Clarifying Problem
Check if everyone has read the
unfamiliar
problem
terms 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

Allow all members to contribute

One by one
Step 3:
Summarize the contribution
Brainstorm 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

Make sure that all points from the

Step 4: brainstorm are discusses
Analizyng Summarize the contribution
the problem 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: Ask for possible learning issues

formulating Paraphrase contributions of group
learning members
issues 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

Prepare the structure of the reporting step

Make an inventory of what sources have
Step 7: been used
Repeat every learning issues and asks
reporting 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 Note down the unfamiliar terms
the unfamiliar terms

Step 2: problem
Note down the problem definition
definition

Make brief and clear summaries of

Step 3: contributions
Brainstorming Distinguish between main points
and side issues
 Role of Scriber

Step 4: analyzing
Make brief and clear summaries of
the problems
contributions

Step 5: formulating Note down the learning issues

learning issues

Make brief and clear summaries of

contributions
Step 7: Distinguish between main points
reporting 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
Role of facilitator to stimulate
the group process
Stages of group development
1. Forming
2. Storming
3. Norming
4. Performing
5. Adjourning
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.