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Developing metacognitive interaction between tutor and student in PBL-tutorial

Tri Hanggono Achmad

Medical Education Research and Development Unit (MERDU) School of Medicine, Universitas Padjadjaran, Bandung-Indonesia

Tutoring is a teaching skill central to problem-based learning. To facilitate student independence and foster student’s critical thinking and self-directed continued learning, the tutor should guide the students at metacognitive level. Interaction with the student at the metacognitive level is the basic function of the tutor. Metacognitive thinking skill provides the key to the positive and active role of the tutor. Structure of tutorial process is a road map for sequence of metacognitive thinking, to shape student to become a self directed learner. The desired end point of the tutorial process is when each student employs his own metacognitive skills automatically and easily with every task, situation or problem, which could mean that the tutorial group will eventually run on its own. For this purpose, tutors as well as students should understand properly the structure of tutorial process and metacognitive thinking. This could be achieved by continually monitoring and evaluating the tutorial process, and giving feedback to the tutors as well as to the students.

(2)

Faculty of Medicine - Universitas Padjadjaran

Tri Hanggono Achmad

Developing

Developing

Metacognitive

Metacognitive

Interaction

Interaction

between Tutor and Student

between Tutor and Student

in PBL

in PBL

-

-

Tutorial

Tutorial

(3)

Faculty of Medicine - Universitas Padjadjaran

Tri H. Achmad

• TUTORIAL IS CENTRAL IN PBL

IT IS

THE

HEART

OF PBL

• THROUGH TUTORIAL STUDENTS ARE

DRIVE TO DEVELOP

REASONING

SKILLS

AND BECOME AN

(4)
(5)
(6)

METACOGNITIVE THINKING

METACOGNITIVE THINKING

METACOGNITIVE THINKING VS

IMPULSIVE THINKING

THINKING ABOUT THINKING

(7)

POSITIVE-ACTIVE ROLE OF THE TUTOR

Qs, CHALLENGES

STUDENT AWARENESS WHAT SHOULD BE

THOUGHT-SOUGHT

FACILITATE STUDENT’S INDEPENDENT,

SELF DIRECTED LEARNING AND

CRITICAL THINKING

METACOGNITIVE THINKING

(8)

PROBLEM

INVESTIGATE

(OBS, Qs, TESTING, PROBING)

REVIEW, REFLECTION, THOUGHT, DELIBERATION

METACOGNITIVE THINKING

METACOGNITIVE THINKING

(9)

THE PBL CYCLE

THE PBL CYCLE

THE PROBLEM

WHAT WE DO NOT KNOW

APPLY

LEARN WHAT WE DO

(10)

STRUCTURE OF

STRUCTURE OF

PROBLEM SOLVING

PROBLEM SOLVING

STEPS IN THE TUTORIAL PROCESS

4.

3.

a.

b.

c.

2.

i.

ii.

i.

ii.

a.

b.

c.

1.

Learning

Issues

I don’t know

More Info ?

Mechanism ?

(11)

20

19

20

18

18

13

18

18

P.Sila

(2)

Civics

(2)

Agama

(2)

BH VIII

(1)

BH VII

(1)

BH VI

(1)

BH V

(1)

BH IV

(1)

BH III

(2)

BH II

(2)

BH I

(2)

CRP

IV - (4)

CRP

III - (2)

CRP

II - (1)

CRP

I - (3)

FBS X

(2)

FBS V

(2)

CHOP

IV - (2)

CHOP

III - (3)

CHOP

II - (1)

CHOP

I - (3)

FBS IX

(3)

FBS IV

(2)

CSP

(1)

CSP

(1)

CSP

(1)

CSP

(1)

CSP

(1)

CSP

(1)

FBS VIII

(2)

FBS III

(2)

Incl.

Lec/Lab

Incl.

Lec/Lab

Incl.

Lec/Lab

Incl.

Lec/Lab

Incl.

Lec/Lab

Incl.

Lec/Lab

FBS VII

(4)

FBS II

(3)

RSS(6)

TMS (6)

GIS (6)

(12)

1.

Learning issues that discuss in 1

st

day are:……….

2.

Learning issues that discuss in 2

nd

day are:……….

3.

Learning issues that discuss in 3

rd

day are:……….

4.

Learning issues that discuss in 4

th

day are:……….

5.

According to tutor how does the learning issues appear?

a. by themselves

b. by guiding

c. difficult

6.

According to tutor how did the time provide for the case?

a. need more time

b. enough

c. more than enough

7.

Did the tutor in this case change?

a. Yes, why?

B. No

8.

On the last day did all the learning issues discuss by students?

a. Yes

B. No, why?

9.

According to tutor’s opinion what is lack from or what learning

issues should be added?

Case evaluation

(13)
(14)

0

10

20

30

40

50

60

70

80

90

100

5a

5b

5c

6a

6b

6c

8a

8b

RPS

NBSS

DMS

HIS

GIS

EMS

RSS

10

12

8

11

No. of Case

RSS

EMS

GIS

System

7

8

11

No. of Case

System

(15)

Faculty of Medicine - Universitas Padjadjaran

Student evaluation on tutor performance

Firman F. Wirakusumah & Tri H. Achmad

(16)

Pitfalls in tutorial process

Systematic vs jumping process

Metacognitive vs impulsive

More structured, integrated & better contents

Challenge to a deeper knowledge

Reflection

(17)

METACOGNITIVE THINKING

METACOGNITIVE THINKING

USING PRIOR KNOWLEDGE,

EXPERIENCES

TO UNDERSTAND A PROBLEM

AND

FORMULATE A SOLUTION

(18)

Reference :

Reference :

Barrows HS, The Tutorial Process, revised edition,

Springfield, Illinois, Southern Illinois University,

School of Medicine, 1988

Kiley M, Mullins G, Peterson R, Rogers T, in Leap,

Problem Based Learning,

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Faculty of Medicine - Universitas Padjadjaran – www.fk.unpad.ac.id

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