An exploration of novice and experienced problem-based learning facilitators' perceptions of their roles in a speech-language pathology programme. Does experience matter?

Effectiveness of tutor shadowing on faculty development in problem-based learning

BACKGROUND

To enhance tutors' teaching skills, tutor shadowing for novice tutors of problem-based learning (PBL) in addition to conventional faculty development (FD) was applied. This study aimed to develop a tutoring-skill scale (TS-scale) and evaluate the effect of shadowing on PBL tutors.

METHODS

This study employed a before-and-after study design with three phases. In phase 1, a TS-scale was elaborated. A validity examination was performed in phase 2. Phase 3 was a study of the effectiveness using a TS-scale survey of novice PBL tutors before and after the FD course. The FD course for novice PBL tutors included an FD workshop and PBL shadowing activities.

RESULTS

A TS-scale with a 32-item questionnaire of self-rated confidence for PBL tutors was identified in phase 1. In phase 2, 7 experienced specialists in medical education were invited to evaluate the content validity of the scale. The item content validity index (I-CVI) ranged from 0.86 to 1, and the scale-CVI (S-CVI) was 0.95. A total of 85 novice PBL tutors completed the TS-scale before the FD course, yielding a Cronbach's alpha of 0.98. An exploratory factor analysis with varimax rotation was performed. The twenty-four items with significant loadings greater than 0.5 were incorporated into a new TS-scale and were grouped into three factors: student contact, medical expertise, and teaching expertise. In phase 3, 76 novice PBL tutors completed the 24-item TS-scale before (pretest) and after (posttest) the FD course. Their self-rated confidence improved significantly across the three factors after the FD course. The pretest and posttest scores did not differ according to the tutors' gender, the grades they taught, or their specialty background.

CONCLUSIONS

Novice PBL tutors benefit from FD that incorporates tutor shadowing in the 3 key domains of tutoring competencies. The TS-scale developed in this study can be applied in future research on FD design.

An exploration of speech and language pathology student and facilitator perspectives on problem-based learning online

This mixed-methods study explored the perspectives of second and third-year Speech Language Pathology (SLP) students and facilitators on Problem-Based Learning (PBL) online. As a result of the COVID-19 pandemic, PBL was delivered online for the academic year 2020-2021 via a virtual learning environment. Forty-seven students and five facilitators completed an online survey designed to evaluate the quality of individual and collaborative learning in the PBL online context. All participants had experience of pre-COVID-19 face-to-face PBL. Thematic analysis and descriptive statistics were used to analyse qualitative and quantitative data, respectively. Demonstrated a preference from both students and facilitators to maintain PBL in a face-to-face format. Aspects of functionality offered by the virtual platform assisted in the PBL process, however technical and environmental barriers impeded virtual delivery. Responses suggest that the development of rapport and interactivity levels online are not equivalent to face-to-face PBL, and these factors were perceived by participants to negatively influence the learning process. Perspectives on the role of the facilitator online convey divergent views between second and third years which reflected a change in facilitator style to support more independent learning in line with students' progression through the course. Our findings demonstrate that students and facilitators are open to future implementation of a blended model of PBL. Participants reported benefits such as reduction in indirect education costs and acquisition of a digital skillset. However, our study indicates a preference for enhanced social presence afforded by face-to-face PBL.

Comparing alternate learning pathways within a problem-based learning speech-language pathology curriculum

PURPOSE

This qualitative study investigated the learning process for speech-language pathology (SLP) students engaging in a problem-based learning (PBL) curriculum and compared the perspectives of students from two pathways.

METHOD

Sixteen final-year SLP students participated in one of four focus groups. Half the participants entered the course directly via an undergraduate pathway and the other half entered via a graduate entry pathway. Each focus group comprised two students from each pathway. Data were generated via a semi-structured interview and analysed thematically.

RESULT

Regardless of participants' pathway, many similar themes about factors that influenced their expectations prior to PBL commencing as well as their actual PBL experiences were raised. Participants believed that PBL was a productive way to learn and to develop clinical competencies. Many were critical of variations in PBL facilitation styles and were sensitive to changes in facilitators. The majority of participants viewed experiential opportunities to engage in PBL prior to commencement of semester as advantageous.

CONCLUSION

Combining students with different backgrounds has many advantages to the PBL learning process. Regardless of prior experiences, all students must be sufficiently prepared. Furthermore, the facilitator has a crucial role with the potential to optimise or detract from the learning experience.