The problem-based learning tutor: Teacher? Facilitator? Evaluator?

Despite the structural heterogeneity of problem-based learning (PBL) curricula, most PBL schools have embraced self-directed learning, emphasizing the use of small-group discussion and integration of the basic medical sciences with clinical problems. Self-directed learning is but one of the many terms such as discovery method or study-centred education adopted by authors since Dewey to describe an educational approach that places the learner in control of his or her learning (Knowles, 1975). The putative bene® ts of self-directed learning include enhanced opportunities to elaborate one’s knowledge through active involvement and verbalization, enhanced motivation through an increase in relevance and personal control, and the practice of skills needed in lifelong learning (Schmidt, 1983). In this educational milieu, the role of the `teacher’ requires revision; new skills are required of the teaching faculty so that they are willing and competent to allow students to take an active role in guiding their own learning and in teaching one another (Barrows & Tamblyn, 1980). This review explores the literature that has developed around the de® nition of the teacher or tutor role in `facilitating’ the learning of students in a PBL setting. Several controversies have arisen over the optimal role of the faculty person in facilitating a PBL tutorial group, including level of participation, content knowledge and involvement in student evaluation. While it appears that there is probably no completely satisfactory resolution of these controversies, from a review of the frequently con icting pieces of evidence, an attempt will be made to synthesize from the literature a coherent picture of an effective tutor in the PBL setting.