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- W1991114238 abstract "The use of problem-based learning (PBL) in Health Professional curricula is becoming more wide spread. Although the way in which the tutor facilitates PBL can have a major impact on students' learning (Andrews and Jones 1996), the literature provides little consistency as to how the tutor can effectively facilitate PBL (Haith-Cooper 2000). It is therefore important to examine the facilitation role to promote effective learning through the use of PBL. This article is the first of two parts exploring a study that was undertaken to investigate tutors' experiences of facilitating PBL. This part focuses on the methodology and the combining of innovative processes with traditional philosophical traditions to develop a systematic educational research methodology. The study was undertaken respecting the philosophy of hermeneutic phenomenology but utilised alternative data collection and analysis technique. Video conferencing and e-mail were used in conjunction with more traditional processes to access a worldwide sample. This paper explores some of the issues that arose when undertaking such a study. The second article then focuses on exploring the findings of the study and their implications for the facilitation of PBL." @default.
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- W1991114238 date "2003-01-01" @default.
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- W1991114238 title "An exploration of tutors’ experiences of facilitating problem-based learning. Part 1 – an educational research methodology combining innovation and philosophical tradition" @default.
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- W1991114238 doi "https://doi.org/10.1016/s0260-6917(02)00164-8" @default.
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