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Journal of Medical Education

Abstract

The tutorial is the core element of Problem Based Learning (PBL) and is influenced by several factors. Faculty of Medicine, Universitas Indonesia had implemented an integrated curriculum with PBL as the main learning approaches. This study was conducted to explore the tutorial process and factors that may play a role on it. Methods: The study is a qualitative (exploration) study. Three groups of students representing 1^(st), 2^(nd) and 3^(rd) year students were chosen randomly. Four tutorial sessions for each academic year were observed using videotape-recorder and a structured checklist. Data were then transcribed, the theme was categorized, analyzed and interpreted qualitatively. Additional data on facilitator performance (assessed by the students) was collected from the facilitator coordinator. Results: The facilitators, students and problems or triggers were the major categories identified. Collaborative, constructive, contextual and self-directed learning were observed during the tutorial process. The tutorial process motivated students to activate prior knowledge and to think critically. Students achieved good clinical reasoning skills and explored community-based knowledge. Although all groups explored sufficient basic knowledge, some students tended to explore clinical sciences more. It is probably due to the characteristics of the problems and facilitators. Facilitators' performance based on the observation was not completely concurrence with their performance assessed by the students. Conclusion: Despite a number of issues araised during the tutorial process, basically the tutorial process run well. In addition to three major categories that influenced the tutorial process as mentioned by other researchers, learning resources also played an important role in the tutorial process. The quality of the problems should be improved so that students are still eager to explore more basic knowledge. Faculty development concerning the role of facilitator in PBL tutorial need to be prioritized. Furthermore, the revision of facilitators' performance assessment tool is a must.

First Page

98

Last Page

106

DOI

10.6145/jme.201806.0011

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