ArticleBMC medical education2010
Interactive film scenes for tutor training in problem-based learning (PBL): dealing with difficult situations.
Article in BMC medical education, 2010. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed.
- Effectiveness of blended learning to improve medical students' communication skills: a randomized, controlled trial.BMC medical education · 2025Trial
- Implementation of Problem-Based Learning in Undergraduate Medical Education in Ethiopia: An Exploratory Qualitative Study.Advances in medical education and practice · 2024Article
- Effectiveness of tutor shadowing on faculty development in problem-based learning.BMC medical education · 2022Article
- WeChat as a Platform for Problem-Based Learning Among Hematological Postgraduates: Feasibility and Acceptability Study.Journal of medical Internet research · 2021Article
- WeChat as a Platform for Problem-Based Learning in a Dental Practical Clerkship: Feasibility Study.Journal of medical Internet research · 2019Article
- Attitude and perception of undergraduate medical students toward the problem-based learning in Chitwan Medical College, Nepal.Advances in medical education and practice · 2018Article
- Contribution of an educational video to surgical education in laparoscopic appendectomy.Turkish journal of surgery · 2017Article
- Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory.American journal of pharmaceutical education · 2015Article
- Digital rectal examination skills: first training experiences, the motives and attitudes of standardized patients.BMC medical education · 2015Article
- Sustained change in didactic skills--does teacher training last?GMS Zeitschrift fur medizinische Ausbildung · 2013Article
- A Scoping Review of the Use of Cinema Education in Training Medical Preceptors.Journal of medical education and curricular developmentReview
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIn problem-based learning (PBL), tutors play an essential role in facilitating and efficiently structuring tutorials to enable students to construct individual cognitive networks, and have a significant impact on students' performance in subsequent assessments. The necessity of elaborate training to fulfil this complex role is undeniable. In the plethora of data on PBL however, little attention has been paid to tutor training which promotes competence in the moderation of specific difficult situations commonly encountered in PBL tutorials.
methodsMajor interactive obstacles arising in PBL tutorials were identified from prior publications. Potential solutions were defined by an expert group. Video clips were produced addressing the tutor's role and providing exemplary solutions. These clips were embedded in a PBL tutor-training course at our medical faculty combining PBL self-experience with a non-medical case. Trainees provided pre- and post-intervention self-efficacy ratings regarding their PBL-related knowledge, skills, and attitudes, as well as their acceptance and the feasibility of integrating the video clips into PBL tutor-training (all items: 100 = completely agree, 0 = don't agree at all).
resultsAn interactive online tool for PBL tutor training was developed comprising 18 video clips highlighting difficult situations in PBL tutorials to encourage trainees to develop and formulate their own intervention strategies. In subsequent sequences, potential interventions are presented for the specific scenario, with a concluding discussion which addresses unresolved issues. The tool was well accepted and considered worth the time spent on it (81.62 +/- 16.91; 62.94 +/- 16.76). Tutors considered the videos to prepare them well to respond to specific challenges in future tutorials (75.98 +/- 19.46). The entire training, which comprised PBL self-experience and video clips as integral elements, improved tutor's self-efficacy with respect to dealing with problematic situations (pre: 36.47 +/- 26.25, post: 66.99 +/- 21.01; p < .0001) and significantly increased appreciation of PBL as a method (pre: 61.33 +/- 24.84, post: 76.20 +/- 20.12; p < .0001).
conclusionsThe interactive tool with instructional video clips is designed to broaden the view of future PBL tutors in terms of recognizing specific obstacles to functional group dynamics and developing individual intervention strategies. We show that this tool is well accepted and can be successfully integrated into PBL tutor-training. Free access is provided to the entire tool at http://www.medizinische-fakultaet-hd.uni-heidelberg.de/fileadmin/PBLTutorTraining/player.swf.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.