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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

dc.contributor.authorMubuuke, Aloysius Gonzagaen_ZA
dc.contributor.authorLouw, Alwyn J. N.en_ZA
dc.contributor.authorVan Schalkwyk, Susanen_ZA
dc.date.accessioned2017-01-23T13:00:26Z
dc.date.available2017-01-23T13:00:26Z
dc.date.issued2016-01-11
dc.identifier.citationMubuuke, 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.
dc.identifier.issn1472-6920 (Online)
dc.identifier.otherdoi:10.1186/s12909-015-0507-y
dc.identifier.urihttp://hdl.handle.net/10019.1/100501
dc.descriptionCITATION: 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.
dc.descriptionThe original publication is available at http://bmcmededuc.biomedcentral.com
dc.description.abstractENGLISH 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.
dc.description.urihttp://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-015-0507-y
dc.format.extent7 pages
dc.language.isoen_ZAen_ZA
dc.publisherBioMed Central
dc.subjectProblem based learningen_ZA
dc.subjectMedicine -- Study and teaching -- Curriculaen_ZA
dc.subjectCurriculum evaluation -- Researchen_ZA
dc.subjectCurriculum planningen_ZA
dc.titleUtilizing students’ experiences and opinions of feedback during problem based learning tutorials to develop a facilitator feedback guide : an exploratory qualitative studyen_ZA
dc.typeArticle
dc.date.updated2016-12-09T12:07:14Z
dc.description.versionPublisher's version
dc.rights.holderAuthor retains copyright


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