Code |
Subtheme |
Theme |
Tutor allocation procedure |
Tutoring inconsistency |
Learning resources |
Tutors' facilitation quality |
Difference between expert and non-expert tutors |
Response to call for support |
Less support to student's needs |
Scenarios used in the past |
Ineffective scenarios |
Easy scenarios |
Too specific or too broad contents |
Participation of simulated patient |
Unfunctional structure of PBL tutorials |
Discussion progress |
Time for self-learning and tutorials |
Self-assessment |
Invalid assessments |
Assessments |
Peer assessment |
Tutor assessment |
Free-riders in group discussion |
Unfavorable attitude of peers |
Student’s learning behaviors |
Selfish group members |
Allocation of group members |
Personality difference |
Knowledge gap among students |
Cultural gap |
Same referencing |
Inefficient learning process |
Prior learning condition |
Confusing study objectives |
Time to cope the scenarios provided |
Knowledge gap between the PBL program and clinical clerkship |
Limited application for practice |
Limitations of the application |
Difficulty in the application of learning outcome in PBL |
Regret about PBL |
Negative perspectives for PBL |
Reflection of student perspectives |
Insisting on the PBL program |
Complementary to lectures |
Int J Med Educ. 2022; 13:322-334; doi: 10.5116/ijme.6399.dee1