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Table 5 Facilitators' responses with respect to their perceptions of the roles of a facilitator.

From: What can we learn from facilitator and student perceptions of facilitation skills and roles in the first year of a problem-based learning curriculum?

  Level of experience  
Roles of a facilitator
1 = strongly disagree 2 = disagree 3 = not sure 4 = agree 5 = strongly agree
No facilitation (n= 8) Facilitated once (n= 8) Facilitated > 1 (n= 17) All facilitators (n= 33)
Ensuring the small group process runs smoothly 4.8 ± 0.16 4.4 ± 0.18 4.0 ± 0.30 4.3 ± 0. 17
Ensuring that all students participate equally in the group 4.3 ± 0.31 4.4 ± 0.18 4.1 ± 0.27 4.2 ± 0.16
Assessing individual students in the group 4.5 ± 0.19 4.3 ± 0.16 4.1 ± 0.23 4.2 ± 0.14
Communicating messages from curriculum organisers to students at each session 4.1 ± 0.30 3.9 ± 0.35 3.5 ± 0.37 3.7 ± 0.22
Through probing questions, ensuring that the group achieves their learning goals 4.5 ± 0.19 3.9 ± 0. 23 3.9 ± 0.26 4.1 ± 0.16
Not tutoring, i.e. not providing expert knowledge related to the case 4.4 ± 0.26 3.9 ± 0. 30 4.2 ± 0. 25 4.2 ± 0.16
Do you think that a facilitator should treat learners in small group sessions as colleagues despite them being neophytes? 4.0 ± 0.42 3.1 ± 0.48 3.7 ± 0.28 3.6 ± 0.21
Do you think that a facilitator should become a mentor (e.g. in whom students can confide) for learners in his/her group? 3.6 ± 0.32 3.3 ± 0.45 3.4 ± 0.24 3.4 ± 0.18
Do you think that a facilitator should serve as a role model (i.e. professional behaviour; ethical, etc.) for learners in his/her group? 4.3 ± 0.16 ab 3.4 ± 0.46 a 4.3 ± 0.21 b 4.1 ± 0.17
Did you/will you find it difficult not to share your expertise with students during sessions? 3.3 ± 0.45 3.4 ± 0.53 2.4 ± 0.31 2.9 ± 0.24
  1. a,b,ab P = 0.025