Purpose: Problem-based learning (PBL) is an active learning method that allows for students to self-identify their learning needs and work together in small groups to achieve their learning objectives. These small groups are facilitated by a tutor. The tutor has a vital role to the student experience in PBL that is explored in this article.
Description: This reflection uses my personal experience in PBL with two roles: student and tutor. In my fourth-year of pharmacy school I was a student in PBL for the final pharmacotherapeutic course. After graduation and licensure, I returned to pharmacy school for graduate work and became a tutor for the same course I had taken a year ago.
Analysis: Having experienced both sides of PBL, I was able to understand the importance of what happened in my time as a student and how it was shaped by my tutor. Using the past as a guide, I improved the learning experience by being the tutor I wish I could have had as a student.
Conclusions: Tutors are a crucial element to the success of PBL and their role should not be overlooked. Pharmacy programs looking to implement PBL in their curriculum should pay attention to these skills that tutors should exemplify.
Implications: PBL can have a rewarding impact on students and tutors. It is imperative that all tutors have these appropriate skills and care for the needs of their group in order to make PBL a great learning experience for all students.
Keywords: Problem-based learning; Reflective practice; Tutor.
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