The role and impact of tutor in Problem-Based Learning: a review of the empirical evidence

The aim of this article is to study the impact of the problem-based leaming tutor on higher-education students' learning via a review of the empirical studies published. The analysis follows three lines of study-the performance of workgroups, their dynamics and intemal workings, and the students' perception and degree of satisfaction as regards tutoring-and concludes by reflecting on the role that the problem-based learning tutor should play according to Schmidt and Moust's notion of <<cognitive congruence>>.