Techniques used by ‘expert’ and ‘non‐expert’ tutors to facilitate problem‐based learning tutorials in an undergraduate medical curriculum

Background  There is inconclusive debate within the literature as to whether the best problem‐based learning (PBL) tutors are subject experts or not. The debate hinges on whether knowledgeable tutors are tempted to intervene too often in PBL discussions compared to non‐expert tutors, and whether the latter may not be able to sufficiently challenge the students' level of understanding.