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When a Problem-Based Learning Tutor Decides to Intervene
Academic Medicine, 10/05/09

Lee G–H et al. – Qualitative analyses revealed three themes for the tutors' interventions: (1) Tutorial group process included 10 categories related to discussion sequence, students' roles, and group dynamics, (2) quality of discussion included nine categories related to clarity and accuracy of the information brought forward by the students, and relevance and critical appraisal of the information in relation to the major objectives, and (3) quality and quantity of the materials discussed included eight categories related to amount, datedness, accuracy, representativeness, and source (whether primary or secondary). These findings provide valuable insights into the contextual situations that lead problem–based learning tutors to intervene and provide material to build a framework for training new tutors.