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.