PBL Tutorials in a Hybrid Curriculum: Opportunities and Challenges

  • Sigrid Harendza
  • Olaf Kuhnigk
  • Franziska Puttnies
  • Sven Anders
Part of the Innovation and Change in Professional Education book series (ICPE, volume 8)


Problem-based learning (PBL) appears to have a potentially long-lasting impact on self-directed learning. Especially in hybrid PBL programs the quality of student learning seems to depend on PBL tutors being effective in their role. From our hybrid curriculum at Hamburg medical school 60 PBL tutorial groups including 495 students were investigated in 2007 from three perspectives: trained auditors observed the tutorial groups, and their PBL tutors and the participating students answered standardized questionnaires. Groups taught always by the same tutor during the whole term felt more satisfied with their tutor than groups with substitute tutors. Students with male tutors stated more frequently that they benefited from their tutorial. Students with a tutor who did not wear hospital clothing felt much more comfortable in their tutorial group. Tutors, students, and curricular planners need to regularly review the PBL tutorial process to improve the learning outcome.


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Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  • Sigrid Harendza
    • 1
  • Olaf Kuhnigk
    • 2
  • Franziska Puttnies
    • 2
  • Sven Anders
    • 2
  1. 1.Department of Internal MedicineUniversity Hospital Hamburg-EppendorfHamburgGermany
  2. 2.Medical FacultyHamburg UniversityHamburgGermany

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