Student tutors for problem-based learning in dental hygiene

A Study of tutor actions

Tricia S Moore, Daniel L. Kain

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This case study illuminates contextual factors related to the tutor experience when senior students served as tutors for sophomore students in a problem-based learning (PBL) course in a baccalaureate dental hygiene program. Data were collected using various sources and methods. Tutors and administrators were interviewed, those tutored completed an anonymous questionnaire, the tutorial process and tutor training sessions were observed, and related documents were examined. Data analysis included open and axial coding, creation of tutor profiles, and identification of patterns. Tutor training included experiencing the PBL student role, attending class, and weekly seminar sessions facilitated by a tutor supervisor. Analysis revealed that tutor behaviors could be distinguished by the nature of intended actions (e.g., telling, asking, clarifying, acknowledging), emphasis of comments (process, content, social), and facilitation style (directive, suggestive, empowering). Patterns in tutor behavior and attitudes emerged related to comfort or growth and persistence or lenience. Differences in tutor understanding and perception of their role and the purpose of PBL appeared to influence the role the tutor assumed. Other factors that influenced tutor behavior included tutor intentions, tutor training, and environmental factors (e.g., time). The study, incorporating Fishbein's integrative model, suggests points of influence on tutor behaviors.

Original languageEnglish (US)
Pages (from-to)805-816
Number of pages12
JournalJournal of Dental Education
Volume75
Issue number6
StatePublished - Jun 1 2011

Fingerprint

dental hygiene
Problem-Based Learning
Oral Hygiene
tutor
Students
learning
Social Facilitation
student
Administrative Personnel
Growth

Keywords

  • Dental hygiene education
  • Faculty development
  • Pedagogy
  • Peer mentoring
  • Problem-based learning
  • Team-based learning

ASJC Scopus subject areas

  • Dentistry(all)
  • Education

Cite this

Student tutors for problem-based learning in dental hygiene : A Study of tutor actions. / Moore, Tricia S; Kain, Daniel L.

In: Journal of Dental Education, Vol. 75, No. 6, 01.06.2011, p. 805-816.

Research output: Contribution to journalArticle

@article{2600ae21d3e442829df211ec9b21e4c8,
title = "Student tutors for problem-based learning in dental hygiene: A Study of tutor actions",
abstract = "This case study illuminates contextual factors related to the tutor experience when senior students served as tutors for sophomore students in a problem-based learning (PBL) course in a baccalaureate dental hygiene program. Data were collected using various sources and methods. Tutors and administrators were interviewed, those tutored completed an anonymous questionnaire, the tutorial process and tutor training sessions were observed, and related documents were examined. Data analysis included open and axial coding, creation of tutor profiles, and identification of patterns. Tutor training included experiencing the PBL student role, attending class, and weekly seminar sessions facilitated by a tutor supervisor. Analysis revealed that tutor behaviors could be distinguished by the nature of intended actions (e.g., telling, asking, clarifying, acknowledging), emphasis of comments (process, content, social), and facilitation style (directive, suggestive, empowering). Patterns in tutor behavior and attitudes emerged related to comfort or growth and persistence or lenience. Differences in tutor understanding and perception of their role and the purpose of PBL appeared to influence the role the tutor assumed. Other factors that influenced tutor behavior included tutor intentions, tutor training, and environmental factors (e.g., time). The study, incorporating Fishbein's integrative model, suggests points of influence on tutor behaviors.",
keywords = "Dental hygiene education, Faculty development, Pedagogy, Peer mentoring, Problem-based learning, Team-based learning",
author = "Moore, {Tricia S} and Kain, {Daniel L.}",
year = "2011",
month = "6",
day = "1",
language = "English (US)",
volume = "75",
pages = "805--816",
journal = "Journal of Dental Education",
issn = "0022-0337",
publisher = "American Dental Education Association",
number = "6",

}

TY - JOUR

T1 - Student tutors for problem-based learning in dental hygiene

T2 - A Study of tutor actions

AU - Moore, Tricia S

AU - Kain, Daniel L.

PY - 2011/6/1

Y1 - 2011/6/1

N2 - This case study illuminates contextual factors related to the tutor experience when senior students served as tutors for sophomore students in a problem-based learning (PBL) course in a baccalaureate dental hygiene program. Data were collected using various sources and methods. Tutors and administrators were interviewed, those tutored completed an anonymous questionnaire, the tutorial process and tutor training sessions were observed, and related documents were examined. Data analysis included open and axial coding, creation of tutor profiles, and identification of patterns. Tutor training included experiencing the PBL student role, attending class, and weekly seminar sessions facilitated by a tutor supervisor. Analysis revealed that tutor behaviors could be distinguished by the nature of intended actions (e.g., telling, asking, clarifying, acknowledging), emphasis of comments (process, content, social), and facilitation style (directive, suggestive, empowering). Patterns in tutor behavior and attitudes emerged related to comfort or growth and persistence or lenience. Differences in tutor understanding and perception of their role and the purpose of PBL appeared to influence the role the tutor assumed. Other factors that influenced tutor behavior included tutor intentions, tutor training, and environmental factors (e.g., time). The study, incorporating Fishbein's integrative model, suggests points of influence on tutor behaviors.

AB - This case study illuminates contextual factors related to the tutor experience when senior students served as tutors for sophomore students in a problem-based learning (PBL) course in a baccalaureate dental hygiene program. Data were collected using various sources and methods. Tutors and administrators were interviewed, those tutored completed an anonymous questionnaire, the tutorial process and tutor training sessions were observed, and related documents were examined. Data analysis included open and axial coding, creation of tutor profiles, and identification of patterns. Tutor training included experiencing the PBL student role, attending class, and weekly seminar sessions facilitated by a tutor supervisor. Analysis revealed that tutor behaviors could be distinguished by the nature of intended actions (e.g., telling, asking, clarifying, acknowledging), emphasis of comments (process, content, social), and facilitation style (directive, suggestive, empowering). Patterns in tutor behavior and attitudes emerged related to comfort or growth and persistence or lenience. Differences in tutor understanding and perception of their role and the purpose of PBL appeared to influence the role the tutor assumed. Other factors that influenced tutor behavior included tutor intentions, tutor training, and environmental factors (e.g., time). The study, incorporating Fishbein's integrative model, suggests points of influence on tutor behaviors.

KW - Dental hygiene education

KW - Faculty development

KW - Pedagogy

KW - Peer mentoring

KW - Problem-based learning

KW - Team-based learning

UR - http://www.scopus.com/inward/record.url?scp=79958755012&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79958755012&partnerID=8YFLogxK

M3 - Article

VL - 75

SP - 805

EP - 816

JO - Journal of Dental Education

JF - Journal of Dental Education

SN - 0022-0337

IS - 6

ER -