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Review Article 


Tutorial in medical education: A review of contextual modifications

Tripti K Srivastava, Lalitbhushan S Waghmare.

Cited by (2)

Abstract
Tutorial has embodied a major teaching–learning strategy in basic science of medical education and is widely researched for its effectiveness in learning outcomes. It is a class or short series of classes in which one or more instructors provide intensive instruction on a subject to a small group. Medical students, during tutorials, are trained to develop and test their ideas, clarify concepts taught in lectures, define new problems, seek solutions, cultivate problem-solving skills, and indulge in self-learning. Literature identifies certain important issues with respect to challenges and limitations of conventional tutorial method. Constraints such as lack of structural uniformity, financial and resource limitations for teaching in small groups, and short supply of dependable peer tutors are a few recognized challenges. Available bodies of research also suggest need-based modifications to overcome the operational difficulties without compromising the integrity of tutorial. The proposed alterations can be of consequence in developing professional competencies such as interpersonal and self-directed learning skills. It is apparent that different tutorial formats may be optimal in different fields and levels of study and hence should be piloted as per the local need and relevance.

Key words: Medical Education; Tutorials; Challenges


 
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How to Cite this Article
Pubmed Style

Tripti K Srivastava, Lalitbhushan S Waghmare. Tutorial in medical education: A review of contextual modifications. Natl J Physiol Pharm Pharmacol. 2016; 6(6): 494-499. doi:10.5455/njppp.2017.7.0823403092016


Web Style

Tripti K Srivastava, Lalitbhushan S Waghmare. Tutorial in medical education: A review of contextual modifications. https://www.njppp.com/?mno=239427 [Access: January 02, 2023]. doi:10.5455/njppp.2017.7.0823403092016


AMA (American Medical Association) Style

Tripti K Srivastava, Lalitbhushan S Waghmare. Tutorial in medical education: A review of contextual modifications. Natl J Physiol Pharm Pharmacol. 2016; 6(6): 494-499. doi:10.5455/njppp.2017.7.0823403092016



Vancouver/ICMJE Style

Tripti K Srivastava, Lalitbhushan S Waghmare. Tutorial in medical education: A review of contextual modifications. Natl J Physiol Pharm Pharmacol. (2016), [cited January 02, 2023]; 6(6): 494-499. doi:10.5455/njppp.2017.7.0823403092016



Harvard Style

Tripti K Srivastava, Lalitbhushan S Waghmare (2016) Tutorial in medical education: A review of contextual modifications. Natl J Physiol Pharm Pharmacol, 6 (6), 494-499. doi:10.5455/njppp.2017.7.0823403092016



Turabian Style

Tripti K Srivastava, Lalitbhushan S Waghmare. 2016. Tutorial in medical education: A review of contextual modifications. National Journal of Physiology, Pharmacy and Pharmacology, 6 (6), 494-499. doi:10.5455/njppp.2017.7.0823403092016



Chicago Style

Tripti K Srivastava, Lalitbhushan S Waghmare. "Tutorial in medical education: A review of contextual modifications." National Journal of Physiology, Pharmacy and Pharmacology 6 (2016), 494-499. doi:10.5455/njppp.2017.7.0823403092016



MLA (The Modern Language Association) Style

Tripti K Srivastava, Lalitbhushan S Waghmare. "Tutorial in medical education: A review of contextual modifications." National Journal of Physiology, Pharmacy and Pharmacology 6.6 (2016), 494-499. Print. doi:10.5455/njppp.2017.7.0823403092016



APA (American Psychological Association) Style

Tripti K Srivastava, Lalitbhushan S Waghmare (2016) Tutorial in medical education: A review of contextual modifications. National Journal of Physiology, Pharmacy and Pharmacology, 6 (6), 494-499. doi:10.5455/njppp.2017.7.0823403092016