Four problem-based tutorial groups (n=23 students, n=4 faculty) in Harvard University Medical School's New Pathway track were studied to determine what interactions characterized student-directed discussion. It was found that students selected most topics discussed, that tutors questioned infrequently, provided limited information, and tolerated…

Evaluation of problem-based learning tutorials with 70 medical students found that, when tutors had expertise in the clinical cases studied, student groups generated twice as many learning issues, and issues were three times more congruent with the case objectives. Additionally, groups with expert tutors spent more time overcoming identified…

A study of 71 Michigan State University medical school students in their first semester of a problem-based curriculum found that students' initial dependence on tutors progressed to an emphasis on learning resources. This result was congruent with the theoretical model of the dynamics of problem-based learning. (Author/MSE)

A curriculum involving reduced lecture time, small-group tutorials, a commitment to problem-based learning (PBL), and a strong reliance on self-directed study, was implemented at Harvard Medical School in 1985. This study focuses on the attitudes of 14 faculty tutors who had never tutored in a PBL curriculum. (MLW)

A study of 336 staff-led, problem-based tutorial groups in a European university health sciences program found that students who were tutored by subject-matter experts achieved somewhat better and spent more time on self-directed learning. In addition, tutoring skill and content knowledge were important in effective tutoring. (Author/MSE)

Issues in problem-based learning in medical education, revealed in a literature review, are discussed including basic and clinical science examination performance; thinking processes and study behaviors promoted; learning environment; student progress and satisfaction; graduate perceptions; choice of residency and specialty; faculty satisfaction;…