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This mixed-methods study evaluated the impact of facilitative versus non-facilitative tutoring on learning outcomes in problem-based learning (PBL) within a German dental curriculum. Results indicated that facilitative tutors were more effective in enhancing learning motivation and group dynamics, while non-facilitative tutoring led to greater student independence and required more preparation. The findings suggest that tutoring styles significantly influence group performance and can inform future training

Author

tishanawhyte

Language

EN