Eeva Pyörälä

How do tutors intervene when conflicts on knowledge arise in tutorial groups

Recent research on problem-based learning (PBL) has shown that students need support when dealing with conflicting ideas in PBL-tutorial discussions. In the present study, we examined tutor facilitation during tutorial discussions, and particularly how the facilitation helped students to collaboratively resolve conflicts on knowledge. The study involved four PBL-tutorial sessions that included altogether 33 first-year medical and dental students. The sessions were videotaped and analysed using qualitative interaction analysis. Our aim was to find out how the tutor interventions encouraged students to elaborate on conflicting ideas, and how the interventions differed between conflict and non-conflict situations. We also examined how the tutors intervened during conflicts about factual or conceptual knowledge. The tutorial discussions included 92 tutor intervention episodes and 43 conflict episodes. The tutors intervened during 24 of the conflict episodes and resolved 13 of these episodes. Generally, the tutors often intervened by confirming what the students had said or by giving explanations, but they rarely asked questions that would stimulate the elaboration of knowledge. During conflicts on knowledge the tutors gave more explanations, but did little to encourage the students to deal with conflicting ideas. The tutors more often resolved conflicts on factual knowledge than conceptual knowledge. The findings suggest that tutor training should focus on promoting tutors’ understanding on when to give direct explanations, and when and how to encourage students to collaboratively elaborate on conflicting ideas.

Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university

The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality.

Communication Skills for Medical Students: Results From Three Experiential Methods

Background In medical students’ communication training, the doctor-patient encounter can be simulated through experiential learning methods, such as simulated patients (SPs) and role-play. However, more theater and drama education–based methods have not been widely used in the context of medical education. Aim In this mixed-method study, we compare SPs, role-play, and Theatre in Education (TIE) method in teaching interpersonal communication competence (ICC) to medical students. We describe how a course in communication was based on the communication in the disciplines (CID) theoretical framework and principles of experiential learning and reflection. Method Second-year medical students (n = 132) were randomly assigned to three groups where SPs, role-play, and TIE method were used. Data were collected by a questionnaire, focus group interviews, and a translated version of the Communication Skills Attitude Scale. Data were analyzed using statistical methods, qualitative content analysis, and cross-case analysis. Results The results show that (a) the medical students perceived all three methods favorably, (b) the students’ self-reported learning outcomes were very similar in the three groups, and (c) the students’ attitudes to learning communication skills became more positive as the training progressed. Conclusion We present a model that can be used in designing and implementing specialty-specific communication training in other disciplines than medicine as well.

Teaching Interpersonal Communication Competence to Medical Students through Theatre in Education

Course: Health Communication (doctor–patient communication) Objectives: Students analyze doctor–patient communication and practice interpersonal communication to understand effective communication in a patient–physician relationship

How we developed a role-based portfolio for teachers’ professional development

Abstract Faculty development requires practical tools for supporting teachers’ professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers’ growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.