developing metacognitive interaction between tutor and...

Developing metacognitive interaction between tutor and student in PBL-tutorial

Tri Hanggono Achmad

Medical Education Research and Development Unit (MERDU) School of Medicine, Universitas Padjadjaran, Bandung-Indonesia

Tutoring is a teaching skill central to problem-based learning. To facilitate student independence and foster student’s critical thinking and self-directed continued learning, the tutor should guide the students at metacognitive level. Interaction with the student at the metacognitive level is the basic function of the tutor. Metacognitive thinking skill provides the key to the positive and active role of the tutor. Structure of tutorial process is a road map for sequence of metacognitive thinking, to shape student to become a self directed learner. The desired end point of the tutorial process is when each student employs his own metacognitive skills automatically and easily with every task, situation or problem, which could mean that the tutorial group will eventually run on its own. For this purpose, tutors as well as students should understand properly the structure of tutorial process and metacognitive thinking. This could be achieved by continually monitoring and evaluating the tutorial process, and giving feedback to the tutors as well as to the students. Data from our monitoring tools shows that the longer the students taking part in tutorial process, the better their understanding in metacognitive thinking, which is showed by their increase ability in running a proper tutorial process, such as developing the learning issues, synthesizing biomedical science and correlating information necessary for clarification of concepts relevant to the case. On the tutor’s side, even after a continue tutor development program, data from last year student’s evaluation form on tutor activity showed that only 55.3 % of tutor can facilitate effective tutorial group process, and only 58.2 % of them are excellent in facilitating group’s ability to think critically. This phenomena show that it is easier to develop interaction in metacognitive level in student’s mind than in tutor, which is in part could be due to the influence of traditional teaching method that has been embedded in traditional teacher’s mind.

Faculty of Medicine - Universitas Padjadjaran

Tri Hanggono Achmad

Developing Developing MetacognitiveMetacognitive Interaction Interaction between Tutor and Student between Tutor and Student

in PBLin PBL--TutorialTutorial

MEDICAL EDUCATION RESEACH & DEVELOPMENT UNIT(MERDU)


Tri H. Achmad

• TUTORIAL IS CENTRAL IN PBL IT IS THE HEART OF PBL

• THROUGH TUTORIAL STUDENTS ARE DRIVE TO DEVELOP REASONING SKILLS AND BECOME AN INDEPENDENT, SELF DIRECTED LEARNER

TUTORIAL ROOM

METACOGNITIVE THINKINGMETACOGNITIVE THINKING

METACOGNITIVE THINKING VS IMPULSIVE THINKING

THINKING ABOUT THINKING CONVERSATION WITH A PROBLEM

POSITIVE-ACTIVE ROLE OF THE TUTOR

Qs, CHALLENGES STUDENT AWARENESS WHAT SHOULD BE

THOUGHT-SOUGHT FACILITATE STUDENT’S INDEPENDENT,

SELF DIRECTED LEARNING AND CRITICAL THINKING


PROBLEM

INVESTIGATE(OBS, Qs, TESTING, PROBING)

REVIEW, REFLECTION, THOUGHT, DELIBERATION


INTERNAL SOURCES EXTERNAL SOURCES

THE PBL CYCLETHE PBL CYCLE

THE PROBLEM WHAT WE DO NOT KNOW

APPLY LEARN WHAT WE DO THE KNOWLEDGE NOT KNOW

STRUCTURE OF STRUCTURE OF PROBLEM SOLVINGPROBLEM SOLVING

STEPS IN THE TUTORIAL PROCESS

4.

3.

a.b.c.

2.

i.ii.

i.ii.

a.b.c.

1.

Learning Issues

I don’t knowMore Info ?Mechanism ?Hypotheses ?Problem

2019201818131818

P.Sila(2)

Civics(2)

Agama(2)

BH VIII(1)

BH VII(1)

BH VI(1)

BH V(1)

BH IV(1)

BH III(2)

BH II(2)

BH I(2)

CRPIV - (4)

CRPIII - (2)

CRPII - (1)

CRPI - (3)

FBS X(2)

FBS V(2)

CHOP IV - (2)

CHOP III - (3)

CHOP II - (1)

CHOPI - (3)

FBS IX(3)

FBS IV(2)

CSP(1)

CSP(1)

CSP(1)

CSP(1)

CSP(1)

CSP(1)

FBS VIII(2)

FBS III(2)

Incl.Lec/Lab

Incl.Lec/Lab

Incl.Lec/Lab

Incl.Lec/Lab

Incl.Lec/Lab

Incl.Lec/Lab

FBS VII(4)

FBS II(3)

RSS(6)TMS (6)

GIS (6)EMS (6)

HIS (8)CVS (8)

DMS (10)NBS (10)GUS (6)

RPS(10)

FBS VI(3)

FBS I(3)

87654321

4/8/04

1. Learning issues that discuss in 1st day are:……….2. Learning issues that discuss in 2nd day are:………. 3. Learning issues that discuss in 3rd day are:……….4. Learning issues that discuss in 4th day are:……….5. According to tutor how does the learning issues appear?

a. by themselves b. by guiding c. difficult 6. According to tutor how did the time provide for the case?

a. need more time b. enough c. more than enough7. Did the tutor in this case change?

a. Yes, why? B. No8. On the last day did all the learning issues discuss by students?

a. Yes B. No, why?9. According to tutor’s opinion what is lack from or what learning

issues should be added?

Case evaluationCase evaluation

Case evaluationCase evaluation

7.192.916.080.04.0031.268.87RSS

0100092.37.7031.268.88EMS

13.286.8065.035.03.746.350.011GIS

10.090.08.771.320.0067.532.510HIS

18.781.32.273.923.93.152.144.812DMS

24.175.91.971.726.4062.537.58NBSS

82.117.9082.317.7957.733.311RPS

8b8a6c6b6a5c5b5aCase No.System

0

10

20

30

40

50

60

70

80

90

100

5a 5b 5c 6a 6b 6c 8a 8b

RPSNBSSDMSHISGISEMSRSS

10

12

8

11

No. of Case

RSS

EMS

GIS

System

7

8

11

No. of CaseSystem

HIS

DMS

NBS

RPS


Student evaluation on tutor performance

Firman F. Wirakusumah & Tri H. Achmad

31236492113948184150>3

0832601132660126732

4183147215364721131561

In.Mi.Sa.Ex.In.Mi.Sa.Ex.In.Mi.Sa.Ex.

Critical thinkEffective processT. preparednessNo. Tut.

Pitfalls in tutorial processSystematic vs jumping process

Metacognitive vs impulsiveMore structured, integrated & better contents

Challenge to a deeper knowledgeReflection

Role model vs information resourceStudent’s discipline


USING PRIOR KNOWLEDGE, EXPERIENCES

TO UNDERSTAND A PROBLEM AND

FORMULATE A SOLUTION

“CONVERSATION WITH A PROBLEM”

Reference :Reference :

Barrows HS, The Tutorial Process, revised edition,Springfield, Illinois, Southern Illinois University, School of Medicine, 1988

Kiley M, Mullins G, Peterson R, Rogers T, in Leap, Problem Based Learning,

http://www.acue.adelaide.edu.ayu/leap/leapinto/pbl/index.html

Faculty of Medicine - Universitas Padjadjaran – www.fk.unpad.ac.id

Medical Education Research &Development Unit(MERDU)

developing metacognitive interaction between tutor and...

Documents