Abstract
This article focuses on the experiences and role of a tutor while conducting a problem based learning (PBL) exercise to facilitate the learning of biochemistry and molecular biology. A case presentation of sickle cell anemia was used to frame a module. The objective of this experimental exercise was to assess the suitability and effectiveness of problem based learning in the first year of undergraduate medical course and to practice self-assessment by tutors in this new role of a facilitator of learning through small group discussion. A tutor during such a learning session encouraged the students to apply their reasoning to analyze the problem and to develop self-directed learning skills in acquiring the knowledge appropriate to their perceived needs to work on a problem. The tutors ensured that they apply this knowledge in their work with other similar problems that they would encounter later in life.
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Luthra, K., Das, N. Problem Based Learning as a Curricular Strategy for Medical Undergraduates: A Tutor's Experience. Journal of Medical Systems 22, 421–430 (1998). https://doi.org/10.1023/A:1020622510570
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DOI: https://doi.org/10.1023/A:1020622510570