Investigating Problem-Based Learning Tutorship in Medical and Engineering Programs in Malaysia

Autor/inn/en	Servant, Virginie F. C.; Dewar, Eleanor F. A.
Titel	Investigating Problem-Based Learning Tutorship in Medical and Engineering Programs in Malaysia
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 9 (2015) 2, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1442
Schlagwörter	Foreign Countries; Problem Based Learning; Teaching Methods; Teacher Role; Emotional Experience; Educational Change; Qualitative Research; Teacher Attitudes; Engineering Education; Medical Education; Social Structure; Expertise; Phenomenology; Tutors; Semi Structured Interviews; Focus Groups; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Bildungsreform; Qualitative Forschung; Lehrerverhalten; Ingenieurausbildung; Medizinische Ausbildung; Sozialstruktur; Expert appraisal; Phenomenological psychology; Phänomenologie; Psychologie; Förderlehrer; Lehrender; Tutor
Abstract	Although Malaysia was the first country in Asia to adopt problem-based learning (PBL), the impact that this has had on its tutors remains largely unexplored. This paper details a qualitative study of the changing perceptions of teaching roles in two groups of problem-based learning tutors in two institutional contexts--one in medicine located in Kuala Lumpur and one in engineering located in Johor Bahru. Using Interpretive Phenomenological Analysis, the authors attempt to describe the way in which the two groups have experienced their changing professional world, and the mental processes through which they rationalize the transformation of Malaysia's educational landscape. This paper discusses four themes of analysis: (1) Tutor perceptions are embedded in the context of Malaysian hierarchical social structures, (2) tutors recount a rewarding but challenging move to PBL, (3) tutors display widely different attitudes towards the role of expertise in PBL, and (4) tutors attempt to construct explanations and rationalize their emotional experiences with PBL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01