Problem-Based Learning (PBL) is an educational method that fosters independent, self-directed study in small groups. It is a learner-centered approach that builds on real-life cases to enhance students' knowledge and understanding of the subject matter. Students define their own learning objectives from the cases and engage in independent study before returning to discuss their acquired knowledge with the group. The groups are guided by a tutor and aim to challenge students to develop the ability to think critically, analyze problems and find appropriate learning resources. The aim of this poster is to describe the integration of students as tutors in a PBL course during their final year of undergraduate studies in Occupational Therapy.

PBL is an effective teaching method in health professions education, combining knowledge acquisition with the development of essential skills for clinical practice. In the Occupational Therapy Department at the Faculty of Medical and Health Sciences, a PBL program is embedded in a three-and-a-half years (7-term) undergraduate program. The curriculum incorporates PBL from the first year of study and continues through the fourth year. Each semester, students are divided into small groups of 6-8 participants.

Students who excel in their PBL courses and received recommendations from their tutors are given the opportunity to become tutors themselves in their final year, tutoring second-year students. Selection is based on their ability to foster a supportive learning environment and their skills in giving and receiving constructive feedback.

Selected students attend a preparatory workshop led by the PBL course coordinator. This workshop covers PBL methodology and addresses common challenges faced by tutors. It includes simulations designed to equip tutors with strategies for encouraging participation, particularly for students who struggle to contribute or are less sensitive to group dynamics.

Throughout the semester, student tutors attend weekly two-hour supervision meetings with the course coordinator, following their sessions with students. These meetings provide technical guidance (e.g. key dates) and professional training (e.g. dilemmas concerning the tutors’ role and interactions with their students). Tutors are also encouraged to contact the coordinator by email or phone for additional support.

Student tutors fulfill their role in the same way as regular faculty tutors. They provide weekly feedback, promote learning in alignment with course objectives, and assign a final grade based on the skills demonstrated by the students over the course of the semester. During supervision sessions, tutors reflect on both the challenges and rewards of their experience. While some express concerns about their ability to identify students' weaknesses accurately or provide effective feedback, they also report numerous benefits for both tutors and tutees. These include increased networking, confidence and self-esteem, and improved teamwork skills.

In conclusion, developing skilled tutors enhances both student achievement and tutor empowerment. Upon completing their studies, these tutors return to the department as part of the permanent faculty, ensuring continuity in tutoring. They bring valuable experience from their own PBL learning journey, offering insight into the challenges students may encounter, as well as the long-term benefits of the method, both in academic settings and professional practice.

Keywords: Students, tutors, Problem-Based Learning.