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Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor

INTRODUCTION: Problem-based learning (PBL) is resource-intensive, particularly as it relates to tutors for small group learning. This study explores the factors that contributed to tutor participation in PBL in a medical training program, examining tutor recruitment and retention within the larger s...

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Autores principales: Paslawski, Teresa, Kearney, Ramona, White, Jonathan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: University of Saskatchewan 2013
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4563653/
https://www.ncbi.nlm.nih.gov/pubmed/26451200
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author Paslawski, Teresa
Kearney, Ramona
White, Jonathan
author_facet Paslawski, Teresa
Kearney, Ramona
White, Jonathan
author_sort Paslawski, Teresa
collection PubMed
description INTRODUCTION: Problem-based learning (PBL) is resource-intensive, particularly as it relates to tutors for small group learning. This study explores the factors that contributed to tutor participation in PBL in a medical training program, examining tutor recruitment and retention within the larger scope of teacher satisfaction and motivation in higher education. METHOD: From 2007 to 2010, following the introduction of new PBL-based curriculum in undergraduate medical education, all faculty members serving as tutors were invited to attend an interview as part of this study. Semi-structured interviews approximately one hour in length were conducted with 14 individuals- 11 who had tutored in PBL within the Faculty of Medicine and Dentistry and 3 faculty members who had chosen not to participate in PBL. Thematic analysis was employed as the framework for analysis of the data. RESULTS: Seven factors were identified as affecting recruitment and retention of tutors in the undergraduate medical education program. DISCUSSION: We suggest that identification and strengthening of the factors that promote tutor recruitment and retention may serve to strengthen PBL initiatives and, furthermore, may increase our understanding of motivation by academics in other aspects of medical education.
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spelling pubmed-45636532015-10-08 Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor Paslawski, Teresa Kearney, Ramona White, Jonathan Can Med Educ J Major Contribution/Research Article INTRODUCTION: Problem-based learning (PBL) is resource-intensive, particularly as it relates to tutors for small group learning. This study explores the factors that contributed to tutor participation in PBL in a medical training program, examining tutor recruitment and retention within the larger scope of teacher satisfaction and motivation in higher education. METHOD: From 2007 to 2010, following the introduction of new PBL-based curriculum in undergraduate medical education, all faculty members serving as tutors were invited to attend an interview as part of this study. Semi-structured interviews approximately one hour in length were conducted with 14 individuals- 11 who had tutored in PBL within the Faculty of Medicine and Dentistry and 3 faculty members who had chosen not to participate in PBL. Thematic analysis was employed as the framework for analysis of the data. RESULTS: Seven factors were identified as affecting recruitment and retention of tutors in the undergraduate medical education program. DISCUSSION: We suggest that identification and strengthening of the factors that promote tutor recruitment and retention may serve to strengthen PBL initiatives and, furthermore, may increase our understanding of motivation by academics in other aspects of medical education. University of Saskatchewan 2013-03-31 /pmc/articles/PMC4563653/ /pubmed/26451200 Text en © 2013 Paslawski, Kearney, White; licensee Synergies Partners This is an Open Journal Systems article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Major Contribution/Research Article
Paslawski, Teresa
Kearney, Ramona
White, Jonathan
Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor
title Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor
title_full Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor
title_fullStr Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor
title_full_unstemmed Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor
title_short Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor
title_sort recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor
topic Major Contribution/Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4563653/
https://www.ncbi.nlm.nih.gov/pubmed/26451200
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