Needs some guide lines till how much extent we give students permission to use electronic resources in session B
Thank you for your question. The use of electronic resources during PBL tutorials should aim at enhancing learning rather than turn the group to become dysfunctional, not focused, or distracted. Such behaviours are not allowed and should be added to the list of ground rules.
Usually, we allow the use of resources more in tutorial one as the students are new to the cases. They need to use resources, for example, search medical dictionaries for difficult words. Also, when they do not know how to create a diagram on the whiteboard, they may look at a diagram online
I think this need for resources is less in tutorial 2. Students should come tutorial two prepared and ready to discuss their learning issues. The use of resources means they did not work out their learning issues (during the days between tutorial one and tutorial. 2). Meaning there are two problems in the group. - 1) They do not prepare and study their learning issues that were identified in tutorial one, and 2) They overuse online resources during tutorial two and become a dysfunctional and lacking focus and the discussion will be slow.
These two problems need to be addressed by the tutor with the group. I hope this helps.
I recommend reading my book- Navigating Problem-Based Learning, published by Elsevier.
https://www.amazon.com/Navigating-Problem-Based-Learning-Samy-ebook/dp/B005OYDRH0
Recently, upon the increase in need for tutors in parallel with the increase in number of students, alternative searches have started to ease the educator’s load. Considering that the students can make use of information technologies, the educator’s load becomes easier; a student-centered electronic PBL (e-PBL) application in which students competent in PBL can steer themselves was planned at the end of third year of the educational program. The developed e-PBL application was not developed as an alternative to the classical face-to-face PBL sessions which are applied in the educational program during the first 3 years. It was planned as a transition model between the pre-clinically applied PBL and Task-based Learning programs which are applied in the clinical years.
REFERENCE
Application of an Electronic Problem-Based Learning System in Undergraduate Medical Education Program Berna Musal1 *, Onur Keskin1 and Pinar Tuncel2 1Department of Medical Education, Dokuz Eylul University, Izmir, Turkey 2Department of Biochemistry, Dokuz Eylul University, Izmir, Turkey
LINK
https://www.hilarispublisher.com/open-access/application-of-an-electronic-problembased-learning-system-inundergraduate-medical-education-program-2157-7420-1000246.pdf
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