Abstract: Problem-based learning (PBL) is one of the key learner-centred teaching strategies in medical curricula. However, students of our curriculum often report challenges with regards to feedback they receive from PBL tutors on assignments they complete during their self-study time. Furthermore, tutors are looking for an instructional design to optimise the transition from self-study time to PBL tutorials. We address the following research questions. (i) Can we ensure that all students are prepared for PBL tutorials? (ii) Can an innovative feedback process during self-study time contribute to an improved structuring of PBL tutorials?
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