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Table 2 Structured feedback delivery guide for PBL tutorial facilitators

From: Utilizing students’ experiences and opinions of feedback during problem based learning tutorials to develop a facilitator feedback guide: an exploratory qualitative study

Feedback domain Description
Problem conceptualization & Knowledge construction process To what extent did students.
• Understand the problem presented? E.g. understanding the central theme of the problem
• Identify key concepts in the problem?
• Activate their prior knowledge to solve the problem?
• Formulate an action learning plan? E.g. deriving the learning objectives to cover knowledge gaps
• Apply knowledge gained from self-directed learning? E.g. showing evidence of new acquired knowledge in the discussion
• Use evidence gathered? E.g. supporting the discussion with opinions and ideas with reference to sources of information.
Participation and team work
(Collaborative learning)
To what extent did students.
• Share knowledge acquired? E.g. actively giving information in the discussion, clarifying issues and providing   counter-arguments.
• Ask questions for clarification of ideas and concepts within the group?
• Clarify issues to peers?
• Practice collaborative learning? E.g. willingness to learn from each other in a collaborative and not competitive manner.
Communication and interpersonal skills To what extent did students.
• Listen to each other during the discussion?
• Express their ideas/arguments loudly, clearly, confidently and precisely?
• Organize their ideas? E.g. demonstrating coherent and logical flow of ideas in their discussion/arguments.
• Show respect, maturity, self-control and concern when discussing with colleagues in the group?
• Demonstrate conflict resolution skills? E.g. addressing any conflict situations in a positive way where each member   benefits resulting into shared learning.
Time management and leadership To what extent did students.
• Show punctuality? E.g. being in time for the tutorial.
• Manage time schedules? E.g. addressing learning objectives in time, adhering to stipulated time in the tutorial discussion,   remaining focused to issues.
• Exercise leadership skills? E.g. the Student Chairperson controlling the group effectively, his/her strengths & weaknesses   and what needs be improved.
Self and peer evaluation (Reflective practice) To what extent did students.
• Identify what they did well?
• Identify gaps that need improvement?
• Evaluate each other (peer to peer evaluation)?
• Positively respond to feedback given?
  1. N.B: The PBL facilitator should package his/her feedback message around the bulleted points against each domain. This feedback delivery guide is a supplement to the facilitator guide which has the detailed subject content, and not a substitute