| 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