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Problem-based learning tutors conceptions of their development as tutors
Medical Teacher, 04/06/09

Hendry GD et al. - Four qualitatively different categories of conception of the PBL tutor role emerged. Categories increased in complexity and more complex conceptions included the preceding view. Analysis of tutors' conceptions of how they grow and develop as tutors also revealed four categories of increasing complexity. There was homogeneity in the relations between levels of sophistication in conceptions of the tutor role and developing as a tutor. To help tutors become more effective in their role, development programs may need to engage tutors in thinking about how they develop as teachers, and in particular encourage them to solicit their own face-to-face student feedback.