Points Needing Attention in Scenario Setting and Learning Support in Problem-Based Learning Tutorials: Results of a Student Survey

Abstract

[Purpose] In this study we investigated the points needing attention in scenario setting and learning support provided by the tutor in problem-based learning (PBL) tutorials. [Subjects and Methods] We performed a survey of 118, 1st to 3rd year physical therapy students regarding learning support provided by the tutor and the scenario setting used on the final day of each academic year's PBL tutorial. [Results] The overall assessment of the scenario setting by each academic year was generally high, but among the items, the volume of information provided for scenarios 1 ~ 3 was rated lower than the others. Among 2nd year students, all items of scenario 3 were rated low, and among scenarios 1 ~ 3, a significant difference was seen in this assessment. Tutor assessment by all students was in the main a comparatively high assessment, but "Was your tutor there when needed?" was lowly rated. [Conclusion] We thought that students were mostly satisfied with learning support provided by tutors and the scenario settings. The survey results suggest the need for improvement in information materials for the scenario settings and for tutors to spend more time sitting in on group discussions.