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Evaluation & the Health Professions
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Characteristics of the Ideal Problem-Based Learning Tutor in Clinical Medicine

W. Porter Mayo

Michael B. Donnelly

University of Kentucky College of Medicine

Richard W. Schwartz

University of Kentudy College of Medicine, and VA Medical Center, Lexington

The Department of Surgery at the University of Kentucky Chandler Medical Center recently incorporated the problem-based learning (PBL) method into its third-year clerkship. The role of the tutor in the PBLformat, which emphasizes small-group learning, proved critical. PBL sessions succeed orfail in direct proportion to the tutor's preparedness and training for the task, organizational abilities, interpersonal skills, and sensitivity to students. Ideal PBL tutors must be activators rather than facilitators. Activators cause active student learning by motivating and leading students with appropriate, open-ended questions. This artick focuses on the skills possessed by outstanding tutors, including imagination, creativity, personality, and temperament. These characteristics are listed as goals for tutors and areas that may need development as we attempt to improve our tutorial abilities.

Evaluation & the Health Professions, Vol. 18, No. 2, 124-136 (1995)
DOI: 10.1177/016327879501800202
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