Problem-based Learning in Veterinary Medicine: The Tutorial Process

Abstract

The purpose is to show that Problem-based Learning (PBL) in the teaching of veterinary medicine-related disciplines needs specific tutorial processes and roles. Motivation is a key element in PBL – the tutorial process requires all students to be engaged in the learning process: chair (encourages all the members to participate, ensures that the group keeps to task in hand, ensures the scribe can keep up and make an accurate record, keeps to time, leads the group through the process, maintains group dynamics), group member (asks open questions, follows the steps of the process in sequence, listens to and respects the contributions of others, participates in the discussion, researches all the learning objectives, shares information with others), scribe (helps the group order their thoughts, participates in the discussion, records points made by group, records the resources used by the group), and tutor (assesses the performance, assists the chair with group dynamics and keeping the time, checks if the scribe keeps an accurate record, checks understanding, encourages all the group members to participate, ensures that the group achieves appropriate learning objectives, prevents side-tracking). The major conclusion of the paper is that tutorial processes need the use of a wider range of scenarios to be successful.