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dc.contributor.authorHaith-Cooper, Melanie*
dc.date.accessioned2014-12-03T16:29:21Z
dc.date.available2014-12-03T16:29:21Z
dc.date.issued2003
dc.identifier.citationHaith-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
dc.identifier.urihttp://hdl.handle.net/10454/6692
dc.descriptionYes
dc.description.abstractThe 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.
dc.language.isoenen
dc.rights© 2003 Elsevier. Reproduced in accordance with the publisher's self-archiving policy.
dc.subjectProblem-based learning
dc.subjectHealth professionals
dc.subjectEducation
dc.subjectEffective facilitation
dc.subjectFacilitating Problem-based learning
dc.subjectResearch methodology
dc.titleAn exploration of tutors' experiences of facilitating problem-based learning. Part 1: An educational research methodology combining innovation and philosophical tradition
dc.status.refereedYes
dc.typeArticle
dc.type.versionAccepted manuscript
dc.identifier.doihttps://doi.org/10.1016/S0260-6917(02)00164-8
refterms.dateFOA2018-07-25T11:02:04Z


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