Tutor training and support in a small group
learning program for medical students

At James Cook University a learner-centred, small group learning program has been established within its undergraduate medical course. Each group consists of 6-10 students and the learning process is facilitated by a tutor. A program of tutor training and on-going support was developed and implemented in 2003. The training comprised of a one-day workshop covering the objectives of the program and the role of the tutor, problems and solutions in dealing with small group process and an introduction to reflective teaching and learning practices. The on-going support consisted of the establishment of an on-line resource area and discussion forum, as well as three face-to-face meetings during the semester. This paper reports on the perceptions and expectations of tutors offered this support.

The strengths of the training were in meeting other tutors and discussing problems, while weaknesses were that some issues were rushed and that there was some criticism of the use of corporate group process content. Positive shifts in perceptions of being a tutor were observed post-training regarding the tutor's role and facilitating either group dynamics or the learning process.

Generally the tutors regarded the on-going support as useful, although the on-line discussion forum was under-utilised. Tutors suggested that on-line participation may be improved by alerts or offering incentives.

In conclusion, the study suggests that training and support increased the tutors' confidence and flexibility in the role as a learning facilitator. Interestingly, the tutors utilised the support forums to establish an on-going dialogue that informed and enhanced their practice.