STATISTINE METODE V EPIDEMIOLOGIJI

Figure 7. The PBL circle (prepared from Fosse, 2006) (42).
PBL places greater emphasis and responsibilities on students and
tutors/teachers than the traditional teaching methods.
1. Students’ responsibilities.
In PBL, students’ responsibilities are being present at the group meetings,
being active at tutorials and between tutorials and between tutorials, takes
responsibilities for moving through stages of the process, reflection upon and
challenging principle ideas and concepts as they emerge in the group process.
2. Tutor’s role.
The tutor’s role is one of moderator and facilitator. They are not there to lead
the process or provide a definitive answer. They act as “sign post” and steer
the process in a productive direction. Initially tutors contribute to identifying
learning objectives and formulating problem statements, and ensure the chosen
learning objectives are realistic. An effective PBL tutor will ask questions that
stimulate students to work on a problem in greater depth. Further, the tutor
should give advice on how to collect information. At last, but not least,
contribute to solving group conflict.
3. Common responsibilities.
Additionally, both students and tutor have the common responsibilities. They
are responsible for the group functioning well, socially and academically. It is
important that feed-back flow in both directions, both from the tutor to the
students and from the students to the tutor. The group should agree at the
outset some mutual expectations and ground rules. At the start of each
subsequent session the group should reflect upon the group process.
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