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Utilizing students’ experiences and opinions of feedback during problem based learning tutorials to develop a facilitator feedback guide : an exploratory qualitative study

Mubuuke, Aloysius Gonzaga ; Louw, Alwyn J. N. ; Van Schalkwyk, Susan (2016-01-11)

CITATION: Mubuuke, Aloysius G., Louw, A. J. N. & Van Schalkwyk, S. Utilizing students’ experiences and opinions of feedback during problem based learning tutorials to develop a facilitator feedback guide: an exploratory qualitative study. BMC Medical Education, 16:6, doi:10.1186/s12909-015-0507-y.

The original publication is available at http://bmcmededuc.biomedcentral.com

Article

ENGLISH SUMMARY : Background: Feedback delivery within a Problem Based Learning tutorial is a key activity for facilitators in order to enhance student learning. The purpose of this study was to explore students’ experiences of feedback delivery in a PBL tutorial and use this information to design a feasible facilitator feedback delivery guide. Methods: It was an exploratory qualitative study in which individual interviews and focus group discussions were conducted with students who had an experience of the tutorial process. Data were collected through audio recording and writing of field notes. Thematic analysis was employed to generate the reported themes. Results: Students suggested that facilitators need to give comprehensive feedback on their knowledge construction process as well as feedback on other generic skills outside the knowledge domain such as their communication skills within the tutorial, their participation and team work as well as their interpersonal skills and self-evaluation abilities. From the findings, a structured facilitator feedback delivery guide was developed. Conclusion: In this study, we propose a structured feedback delivery guide for PBL facilitators that captures not only knowledge, but also other generic competencies. The guide is feasible in a wide range of contexts where PBL is institutionalized.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/100501
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