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    An exploration of tutors’ experiences of facilitating problem-based learning. Part 1: An educational research methodology combining innovation and philosophical tradition

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    Publication date
    2003
    Author
    Haith-Cooper, Melanie
    Keyword
    Problem-based learning; Health professionals; Education; Effective facilitation; Facilitating Problem-based learning; Research methodology
    Rights
    © 2003 Elsevier. Reproduced in accordance with the publisher's self-archiving policy.
    Peer-Reviewed
    yes
    
    Metadata
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    Abstract
    The use of problem-based learning (PBL) in Health Professional curricula is becoming more wide spread. Although the way in which the tutor facilitates PBL can have a major impact on students’ learning (Andrews and Jones 1996), the literature provides little consistency as to how the tutor can effectively facilitate PBL ( Haith-Cooper 2000 ). It is therefore important to examine the facilitation role to promote effective learning through the use of PBL. This article is the first of two parts exploring a study that was undertaken to investigate tutors’ experiences of facilitating PBL. This part focuses on the methodology and the combining of innovative processes with traditional philosophical traditions to develop a systematic educational research methodology. The study was undertaken respecting the philosophy of hermeneutic phenomenology but utilised alternative data collection and analysis technique. Video conferencing and e-mail were used in conjunction with more traditional processes to access a worldwide sample. This paper explores some of the issues that arose when undertaking such a study. The second article then focuses on exploring the findings of the study and their implications for the facilitation of PBL.
    URI
    http://hdl.handle.net/10454/6692
    Version
    Accepted Manuscript
    Citation
    Haith-Cooper, M. (2003) An exploration of tutors’ experiences of facilitating problem-based learning. Part 1: An educational research methodology combining innovation and philosophical tradition. Nurse Education Today, 23 (1) 58-64
    Link to publisher’s version
    http://dx.doi.org/10.1016/S0260-6917(02)00164-8
    Type
    Article
    Collections
    Health Studies Publications

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