Tutor’s actions in a rural South-African University using problem based learning

[ES] La Escuela de Medicina de la Universidad Walter Sisulu tiene como objetivo la formación de médicos competentes capaces de servir a las comunidades rurales sudafricanas y también de mejorar la situación de salud en áreas históricamente empobrecidas. Su política de aceptación incluye a estudiantes provenientes de escuelas donde los recursos materiales para el proceso docente son escasos, lo cual fue un fuerte incentivo para compartir nuestras experiencias en el trabajo como tutores del ciclo básico de la carrera de Medicina, así como dar a conocer las habilidades que dichos estudiantes valoran más en sus tutores. Los pequeños grupos de discusión son las unidades de aprendizaje cooperativo donde se crea el ambiente educacional que impulsa a los integrantes del grupo a aprender. El problema reta al conocimiento individual porque genera la necesidad de mejorarlo; esta dimensión cognitiva del proceso ocurre en y como resultado de las interacciones grupales, las que aportan otra dimensión, la social, a esta estrategia de aprendizaje. El tutor, con sus acciones, debe estimular y cuidar que el entusiasmo detonado por el problema perdure como reto en la búsqueda de su solución, cuya calidad depende del esfuerzo y responsabilidad individual en esta construcción en colectivo. Los estudiantes consideraros importantes las habilidades que ellos periódicamente evalúan en sus tutores, siendo sus preferidas las que les facilitaba v el desarrollo de los procesos cognitivos y una correcta dirección y calidad (integración horizontal y vertical) en la construcción del aprendizaje. Las habiliadades referidas al componente colaborativo tuvieron menor prioridad[EN] The School of Medicine of The University Walter Sisulu trains competent doctors to serve South Africa’s rural communities with a view to improving the health conditions in historically impoverished areas. The admissions policy caters for students from schools where teaching materials are scarce, which is a challenge for both, students and tutors. In this paper we share experiences tutoring basic sciences medical students as well as explore the skills that these students value more in their tutors. Small tutorial groups are cooperative learning units where an educational environment encouraging students to learn may be developed. The problem challenges individual knowledge because it generates the need to improve it; this cognitive dimension of the process occurs in and as a result of students’ interactions, which add a powerful social dimension to this learning approach. The tutor, with her/his actions, should ensure that the enthusiasm engendered by the problem is channeled into the search for its solution, the quality of which, depends on each individual’s effort and responsibility to achieve this collective goal. The students rated important the skills that they regularly assess in their tutors, their favorites being those that facilitate the development of cognitive strategies favoring the quality of learning (horizontal and vertical integration). Tutor’s skills regarding the collaborative component of the tutorial process were given less importance.Gari Calzada, M.; Rivera Michelena, NM. (2013). Las acciones del tutor en el aprendizaje basado en la solución de problemas en una universidad rural de África del Sur. REDU. Revista de Docencia Universitaria. 11(2):153-171. https://doi.org/10.4995/redu.2013.5571153171112Ausubel, D.P. (1962). A transfer of the training approach to improving the functional retention of medical knowledge. The Journal of Medical Education, 37, 647-655. Consultado el 11 de agosto 2012 en http://journals.lww.com/academicmedicine/toc/1962/07000.Barrows, H.S. & Tamblyn, R.M. (1980). Facilitating problem-based learning and the development of clinical reasoning skills for the teacher and student. En S. Jonas (Ed.), Problem-based learning: an approach to medical education (pp. 71-90). New York: Springer Publishing Company.Bowman, D. & Hughes, P. (2005). Emotional responses of tutors and students in problem-based learning: lessons for staff development. Medical Education, 39 (2), 145-153.Breckler, J. & Yu, J.R. (2011). Student responses to a hands-on kinesthetic lecture activity for learning about the oxygen carrying capacity of blood. Advances in Physiology Education, 35, 39-47. Consultado el 17 de marzo de 2013 en http://advan.physiology.org/content/35/1/39.full.pfd+htmChng, E., Yew, E.H. & Schmidt, H.G. (2011). Effects of tutor- related behaviors on the process of problem-based learning. Advances in Health Science Education, 16, 491-503. Consultado el 20 de febrero de 2013 en http://web.ebscohost.com/ehost/pdfviewerDOI:10.1007/s10459-011-9282-7De Grave, W.S., Boshuizen, H.P. & Schmidt, H.G. (1996). Problem-based learning: cognitive and metacognitive processes during problem analysis. Instructional Science, 24, 321-341. Consultado el 21 de noviembre de 2012 en http://repub.eur.nl/res/pub/2684/eur_schmidt_81.pdfDes Marchais, J.E. (1999). A Delphi technique to identify and evaluate criteria for construction of PBL problems. Medical Education, 33(7), 504-508.Dolmans, D.H., Snellen-Balendong, H., Wolfhagen, I.H., Jacobs, J.A. & van der Vleuten, C.P. (1997). Seven principles of effective case design for a problem-based curriculum. Medical Teacher, 19 (3), 185-189.Dolmans, D.H., Wolfhagen, I.H., van der Vleuten, C.P. & Wijnen, W.H. (2001). Solving problems with group work in problem-based learning: hold on to the philosophy. Medical Education, 35 (9), 884-889.Efklides, A. (2002). Feelings and judgments as subjective evaluations of cognitive processing: how reliable are they? Psychology, 9 (2), 163-182.Felder, R.M. (1993). Reaching the second tier: Learning and teaching styles in college science education. Journal of College Science Teaching, 23 (5), 286-290. Consultado el 17 de marzo de 2013 en http://cfcc.edu/SACS/QEP/documents/Reachingthesecondtier.Felder1993.pdfFeuerstein, R. & Feuerstein, S. (1999). Mediated learning experience: a theoretical review. En R. Feuerstein, P.S. Prina, & A.J. Tannenbaum (Eds.), Mediated Learning Experience: theoretical, psychosocial and learning implications (pp. 4- 51). London: Freund Publishing House LTD.Fyrenius, A., Bergdahl, B. & Silen, Ch. (2005). Lectures in problem-base learning-why, when and how? An example of interactive lecturing that stimulates meaningful learning. Medical Teacher, 27 (1), 61-65.Gómez Esquer, F., Rivas Martínez, I., Mercado Romero, F. & Barjola Valero, P. (2009). Aplicación interdisciplinar del aprendizaje basado en problemas (ABP) en ciencias de la salud: una herramienta útil para el desarrollo de competencias profesionales. Revista de Docencia Universitaria -Red-U, 7 (4), 1-19. Consultado el 10 de noviembre de 2012, en http://ww.redu.net/redu/index.php/REDU/article/view/108/87Harden, R.M., Sowden, S. & Dunn, W.R. (1984). Educational strategies in curriculum development: the SPICES model. Medical Education, 18, 284-297.Harden, R.M. (2000). The integration ladder: a tool for curriculum planning and evaluation. Medical Education, 34 (7), 551-57.Hmelo-Silver, C.E. (2004). Problem-based learning: what and how do students learn? Educational Psychology Review, 16 (3), 235-265.Hmelo-Silver, C.E. & Barrows, H. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1 (1), 21- 39. Consultado el 8 de febrero de 2013 en http://dx.doi.org/10.7771/1541- 5015.1004.Ilizástigui, F. & Rodríguez, L. (2010). El método clínico. MediSur, 8, 2-11. Consultado el 9 de marzo de 2013 en http://www.redalyc.org/articulo.oa?.id=180020098002. (Trabajo original publicado en 1999).Iputo, J.E. & Nganwa Bagumah, A.B. (1996a). The innovative medical curriculum of the University of Transkei: problem-based learning. South African Medical Journal, 86 (6), 649-651.Iputo, J.E. & Nganwa Bagumah, A.B. (1996b). The innovative medical curriculum of the University of Transkei: community based education. South African Medical Journal. 86 (6), 651-52.Iputo, J.E. (2005). Facilitating the integrated small-group tutorial in a medical programme-the University of Transkei (Unitra) experience. South African Medical Journal, 95 (12), 959-962.Iputo, J.E. & Kwizera, E. (2005). Problem-based learning improves the academic performance of medical students in South Africa. Medical Education, 39 (4), 388- 393.Iputo, J.E. (2008). Faculty of health sciences Walter Sisulu University: training doctors from and for rural South African communities. Medicc Review, 10, 25-29. Consultado el 20 de noviembre de 2011 en http://medicc.org/mediccreview.articles/mr_7.pdfJohnson, D.W. & Johnson, R.T. (2005). New developments in social interdependence theory. Genetics, Social, and General Psychology Monographs, 131 (4), 285-358.Keyton, J. & Stephenson, J.B. (2008). Team attributes, processes, and values: a pedagogical framework. Business Communication Quarterly, 71 (4), 488-504. Consultado el 9 de marzo de 2013 en http://web.ebscohost.com/ehost/pdfviewersid=82fed5b6-0138-4383-b34a- 50b3662cff8e.35344544.pdfKwizera, E.N., Igumbor, E.U. & Mazwai, I.E. (2005). Twenty years of medical education in rural South Africa experiences of the University of Transkei Medical School and lessons for the future. South African Medical Journal, 95 (12), 920-924.Maudsley, G. (1999). Roles and responsibilities of the problem based learning tutor in the undergraduate medical curriculum. British Medical Journal, 318 (2), 657-661.Maudsley, G. (2003). The limits of tutors' comfort zones with four integrated knowledge themes in a problem-based undergraduate medical curriculum (Interview study). Medical Education, 37 (5), 417-423.Michaelsen, L.K. & Sweet, M. (2008). The essential elements of team-based learning. New Directions for Teaching and Learning, 116, 7-27. Consultado el 18 de marzo de 2013 en http://wwwdev.csusm.edu/iits/ids/documents/activelearning/Team-based%20learning%20michaelsen.pdfNergis, A. (2013). Exploring the factors that affect reading comprehension of EAP learners. Journal of English for Academic Purposes, 12, 1-9. Consultado el 29 de marzo de 2013 en http://ac.els.cdn.com/S1475158512000550/1-r2.0- S1475158512000550-main.pdfNorman, G. (2009). Teaching basic science to optimize transfer. Medical Teacher, 31 (9), 807-811.O'Connor, M.C. & Michaels, S. (1992). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly, 24, 318-335.Perkins, D.N. & Salomon, G. (1988). Teaching for transfer. Educational Leadership, 46, 22-31. Consultado el 9 de septiembre de 2011 en http://web.ebscohost.com/ehost/pdfviewer?sid=d5b20e08-fb8c-4ab4-99celbe858865e12?8524829.pdfSchmidt, H.G. (1994). Resolving inconsistencies in tutor expertise research: does lack of structure cause students to seek tutor guidance? Academic Medicine, 69 (8), 656-662.Slavin, R.E. (1996). Research for the future. Research on cooperative learning and achievement: what we know, what we need to know. Contemporary Educational Psychology, 21 (1), 43-69.Van Berkel, H.J. & Schmidt, H.G. (2000). Motivation to commit oneself as a determinant of achievement in problem-based learning. Higher Education, 40, 231-242.Van Zee, E. & Minstrell, J. (1997). Using questioning to guide student thinking. The Journal of the Learning Sciences, 6 (2), 227-269.Vygotsky, L.S. (1978). Interaction between learning and development. En M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: the development of higher psychological processes (pp. 79-91). London: Harvard University Press.Visschers-Pleijers, A.J., Dolmans, D.H., de Grave, W.S., Wolfhagen, I.H. & van der Vleuten, C.P. (2005). Student perspectives on learning-oriented interactions in the tutorial group. Advances in Health Sciences Education, 10, 23-35. Consultado el 15 de enero de 2013 en http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=10&sid=d510fb1a- 58c6-4326-936e-9b393b67559Visschers-Pleijers, A.J., Dolmans, D.H., de Leng, B.A., Wolfhagen, I.H. & van der Vleuten, C.P. (2006). Analysis of verbal interactions in tutorial groups: a process study. Medical Education, 40 (2), 129-137.Westberg, J. (2005). An interview of Lizo Mazwai. Education for Health, 18, 89-95. Consultado el 14 de enero de 2013 en http://www.tandf.co.uk/journals doi:10.1080/13576280500042929Wilkerson, L.A., Stevens, C.M. & Krasne, S. (2009). No content without context: integrating basic, clinical, and social sciences in a pre-clerkship curriculum. Medical Teacher, 31, 812-821.Yew, E.H., Chng, E. & Schmidt, H.G. (2011). Is learning in problem-based learning cumulative? Advances in Health Science Education, 16, 449-469. Consultado el 15 de enero de 2013 en http://web.ebscohost.com/ehost/pdfviewer?vid=7&sid=37b71836-a1b6-49d5- 8d3b-6924b929229