Figure 1.

Students’ perception about the role of tutor in PBL (n=113).

Notes: Constructive/active learning: the tutor stimulated us to summarize what we had learnt in our own words (13); the tutor stimulated us to search for links between issues discussed in the tutorial group (14); the tutor stimulated us to understand underlying mechanisms/theories (15). Self-directed learning: the tutor stimulated us to generate clear learning issues by ourselves (16); the tutor stimulated us to search for various resources by ourselves (17). Contextual learning: the tutor stimulated us to apply knowledge to the discussed problem (18); the tutor stimulated us to apply knowledge to other situations/problems (19). Collaborative learning: the tutor stimulated us to give constructive feedback about our group work (20); the tutor stimulated us to evaluate group co-operation regularly (21). Intra-personal behavior as tutor: the tutor had a clear picture about his/her strengths/weaknesses as a tutor (22); the tutor was clearly motivated to fulfill their role as a tutor (23).

Abbreviation: PBL, problem-based learning.