Motivación, Desafíos, Apoyo (MDA) Modelo de Ciclo para el Desarrollo de Tutores ABP
Palabras clave:
Descargas
Resumen
El aprendizaje basado en problemas (ABP) es conocido por mejorar las habilidades de resolución de problemas y el trabajo en equipo de los estudiantes, mientras el papel de los tutores de ABP es facilitar el debate en lugar de enseñar. Este estudio utilizó cuatro grupos focales para explorar la motivación, los desafíos y los mecanismos de apoyo de los tutores de ABP, y la relación entre estos. El estudio encontró que había una alineación narrativa, por la cual los tutores identificaban un desafío si alteraba su motivación de tutor, y el apoyo era efectivo si abordaba el desafío como para restablecer su motivación. En base a esto, proponemos el "Modelo de Ciclo de Motivación, Desafíos, Apoyo (MDA)" para el desarrollo de tutores de ABP.Descargas
Citas
Ahmed, Z. (2014). Problems of group dynamics in problem based learning sessions. Journal of Ayub Medical College Abbottabad, 26(2), 230-234.
Google Scholar CrossrefAzer, S.A., McLean, M., Onishi, H., Tagawa, M., & Scherpbier A. (2013). Cracks in problem-based learning: what is your action plan? Medical Teacher, 35(10), 806-814.
Google Scholar CrossrefAzer, S.A., (2001). Problem-based learning. Challenges, barriers and outcome issues. Saudi Medical Journal, 22(5), 389-397.
Google Scholar CrossrefAzer, S.A., (2005). Challenges facing PBL tutors: 12 tips for successful group facilitation. Medical Teacher, 27(8), 676-681.
Google Scholar CrossrefBarrows, H.S. (1996). Problem-based learning in medicine and beyond: a brief overview. In L. Wilkerson, & W.H. Gijselaers (Eds.), New directions for teaching and learning (pp. 3-11). San Francisco: Jossey-Bass Publishers.
Google Scholar CrossrefBollela, V.R., Gabarra, M.H., da Costa, C. & Lima, R.C., (2009). Students and tutors' social representations of assessment in problem-based learning tutorials supporting change. BMC Medical Education, 9(30), doi:10.1186/1472-6920-9-30.
Google Scholar CrossrefBrown, G. (1982). How to improve small group teaching in medicine. In K.R. Cox & C.E. Ewan (Eds.), The Medical Teacher (pp. 70–78). Edinburgh: Churchill Livingstone.
Google Scholar CrossrefAuthor, 2017 [details removed for peer review]
Google Scholar CrossrefDolmans, D.H., Wolfhagen, I.H., Scherpbier, A.J., & Vleuten, C.P., (2001). Relationship of tutors' group-dynamics skills to their performance ratings in problem-based learning. Academic Medicine, 76(5), 473-476.
Google Scholar CrossrefGuest, G., Bunce, A. & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59-82.
Google Scholar CrossrefGuest, G., Namey, E. & McKenna, K. (2016). How many focus groups are enough? Building an evidence base for nonprobability sample sizes. Field Methods, 29(1), 3-22.
Google Scholar CrossrefGroves, M., Rego, P. & O’Rourke, P. (2005). Tutoring in problem-based learning medical curricula: the influence of tutor background and style on effectiveness. Medical Education, 5(20), Doi:10.1186/1472-6920-5-20.
Google Scholar CrossrefHitchcock, M.A. & Mylona, Z.H.E. (2000). Teaching faculty to conduct problem-based learning. Teaching and Learning in Medicine, 12(1), 52-57.
Google Scholar CrossrefHoulden, R.L., Collier, C.P., Frid, P.J., John, S.L. & Pross, H. (2001). Problems identified by tutors in a hybrid problem‐based learning curriculum. Academic Medicine, 76(1), 81.
Google Scholar CrossrefHsu, S.C. & Ong, G.H. (2001). Evaluation of problem-based learning: a lecturer's perspective. Annals of the Academy of Medicine, Singapore, 30(5), 524-527.
Google Scholar CrossrefJin, J. (2014). Understanding silence in problem-based learning: A case study at an English medium university in Asia. Clinical Linguistics & Phonetics, 28(1-2), 72-82.
Google Scholar CrossrefJung, B., Tryssenaar, J. & Wilkins, S. (2005). Becoming a tutor: exploring the learning experiences and needs of novice tutors in a PBL programme. Medical Teacher, 27(7), 606-612.
Google Scholar CrossrefKassab, S.E., Hassan, N., El-Araby, S., Salem, A.H., Alrebish, S.A., Al-Amro, A.S., Al-Shobaili, H.A., & Hamdy, H. (2017). Development and Validation of the Motivation for Tutoring Questionnaire in Problem-Based Learning Programs. Health Professions Education, 3(1), 50-58.
Google Scholar CrossrefLyberg-Åhlander, V., Lundskog, M., & Hansson, K. (2014). Experiencing the role of PBL tutor. Clinical Linguistics & Phonetics, 28(1-2), 36-46.
Google Scholar CrossrefMcCrorie, P. (2010). Teaching and learning in small groups. In Swanwick, T. (Ed.), Understanding medical education: evidence, theory and practice (pp. 124-138). Chichester: Wiley-Blackwell.
Google Scholar CrossrefMcLean, M., Cilliers. F., & Van Wyk, J.M. (2008). Faculty development: yesterday, today and tomorrow. Medical Teacher, 30(6), 555-584.
Google Scholar CrossrefNavarro, H.N., & Zamora, S.J. (2014). The opinion of teachers about tutorial problem based learning. Revista medica de Chile, 142(8), 989-997.
Google Scholar CrossrefNewble, D., & Cannon, R. (2001). A handbook for medical teachers (4th ed.). London: Kluwer Academic Publishers.
Google Scholar CrossrefRitchie, J. & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman, & G. Burgess (Eds.), Analysing Qualitative Data (pp. 173-194). New York: Taylor & Francis.
Google Scholar CrossrefSchmidt, H.G. & Moust, J.H.C. (1995). What make a tutor effective? A structural-equations modelling approach to learning in problem-based curricula. Academic Medicine, 70(8), 709-714.
Google Scholar CrossrefSpronken-Smith, R. & Harland, T. (2009). Learning to teach with problem-based learning. Active Learning in Higher Education, 10(2), 138-153.
Google Scholar CrossrefSteinert, Y., Mann, K., Centeno, A., Dolmans, D., Spencer, J., & Gelula M (2006). A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher, 28(6), 497-526.
Google Scholar CrossrefThomas, D.R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237-246.
Google Scholar CrossrefTremblay, M., Tryssenaar, J., & Jung, B. (2001). Problem-based learning in occupational therapy: why do health professionals choose to tutor?. Medical Teacher, 23(6), 561-566.
Google Scholar CrossrefYoung. L., & Papinczak, T. (2013). Strategies for sustaining quality in PBL facilitation for large student cohorts. Adv Health Sci Educ Theory Pract, 18(4), 825-833.
Google Scholar CrossrefDescargas
Publicado
Metrics
Almetric
Dimensions
Cómo citar
Número
Sección
Licencia
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
