PBL tutors in medical schools worldwide are a diverse population of faculty (subject-expertise, employment status and tutoring experience). Tutors often receive a common initial training program followed by structured support. This study aims to understand tutor motivation, challenges and support needed, the relationship between them and whether a common training and support program is understood as effective. Tutor data (n =50) were analyzed based on age, gender, background, experience, employment status and campus location. Interestingly, the study revealed some evidence that a challenge for tutors is what disrupts their motivation and thus a relevant support mechanism is needed in order to re-establish or maintain this motivation. Specifically, the motivator “interaction with students” correlated with challenges “management of group dynamics”, “student adherence with PBL rules” and “professional behavior of students” whilst motivator “educational value of PBL” correlated with “student adherence with PBL rules”, “professional behavior of students” and “student information and expectations of PBL”. Further, tutors benefited from peer-reviews and opportunities to provide feedback whilst, their needs diverged in terms of content and assessment-related support, motivation and management of group dynamics. Thus, implementation of a framework for restructuring the tutor support system is necessary paving the way for an individualized support system.  

中文翻译：

---

一刀切：PBL导师培训与发展

世界各地医学院的 PBL 导师是多元化的教师群体（学科专业知识、就业状况和辅导经验）。导师通常会接受一个共同的初始培训计划，然后是结构化的支持。本研究旨在了解导师的动机、挑战和所需的支持、它们之间的关系以及共同的培训和支持计划是否被认为是有效的。根据年龄、性别、背景、经验、就业状况和校园位置分析了导师数据（n = 50）。有趣的是，该研究揭示了一些证据表明，导师面临的挑战是破坏他们的动力，因此需要相关的支持机制来重新建立或保持这种动力。具体来说，动机“与学生的互动”与挑战“团队动态管理”相关，“学生遵守 PBL 规则”和“学生的职业行为”，而动机“PBL 的教育价值”与“学生遵守 PBL 规则”、“学生的职业行为”和“学生对 PBL 的信息和期望”相关。此外，导师受益于同行评议和提供反馈的机会，而他们的需求在内容和评估相关的支持、激励和团队动态管理方面存在差异。因此，有必要实施重组导师支持系统的框架，为个性化支持系统铺平道路。“学生的职业行为”和“学生对 PBL 的信息和期望”。此外，导师受益于同行评议和提供反馈的机会，而他们的需求在内容和评估相关的支持、激励和团队动态管理方面存在差异。因此，有必要实施重组导师支持系统的框架，为个性化支持系统铺平道路。“学生的职业行为”和“学生对 PBL 的信息和期望”。此外，导师受益于同行评议和提供反馈的机会，而他们的需求在内容和评估相关的支持、激励和团队动态管理方面存在差异。因此，有必要实施重组导师支持系统的框架，为个性化支持系统铺平道路。