Transitioning from Traditional Teaching to Problem Based Learning Facilitation: A Comprehensive Tutor Training Program at Patan Academy of Health Sciences

TL;DR

This paper describes a tutor training program that helps transition from traditional teaching to problem-based learning at a health sciences academy.

Contribution

A comprehensive four-phase tutor training program for Problem-Based Learning facilitation is introduced and evaluated.

Findings

The program includes orientation, tutor shadowing, supervised tutoring, and assessment.

Trainees are certified upon meeting competency standards.

Participant feedback and student assessments ensure continuous improvement.

Abstract

Tutors play a key role in the success of a Problem-Based Learning program. Effective training is essential to prepare them for this role. To support new faculty, Patan Academy of Health Sciences developed a comprehensive four-phase tutor training program, which includes orientation, tutor shadowing, supervised tutoring, and supervised student assessment. Training is delivered by Patan Academy of Health Sciences faculty with formal Problem-Based Learning training and extensive facilitation experience. The program combines theoretical knowledge with hands-on practice to help tutors develop the skills needed to facilitate Problem-Based Learning effectively. Trainees are evaluated by trainer and awarded certification upon meeting competency standards. This program has enhanced the quality and success of Problem-Based Learning at Patan Academy of Health Sciences. Its effectiveness is regularly assessed using participant feedback and student assessments of tutors to ensure continuous improvement.