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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...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
University of Saskatchewan
2013
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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. |
format | Online Article Text |
id | pubmed-4563653 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2013 |
publisher | University of Saskatchewan |
record_format | MEDLINE/PubMed |
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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