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Assessment of student performance in problem-based learning tutorial sessions.
R Valle1, L Petra, A Martínez-Gonzáez
1Facultad de Medicina, Dirección General de Evaluación Educativa, Coordinación del Sistema de Universidad Abierta y Educación a Distancia, Universidad Nacional Autónoma de México.
Medical Education
|December 3, 1999
Summary
This study developed a reliable questionnaire to assess student performance in problem-based learning (PBL) tutorial sessions. The instrument effectively identifies key components like independent study, group interaction, and reasoning skills for monitoring student progress.
Area of Science:
- Medical Education
- Pedagogy
Background:
- Problem-based learning (PBL) is a pedagogical approach used in medical education.
- Assessing student performance in PBL tutorial sessions is crucial for effective learning.
Purpose of the Study:
- To develop and validate a rating scale for assessing student performance in PBL tutorial sessions.
- To identify the core components of student performance within PBL.
Main Methods:
- A 24-item rating scale was developed for PBL tutorial sessions.
- Exploratory factor analysis with Oblimin rotation was used.
- 152 medical students were assessed by 14 tutors.
Main Results:
- Factor analysis identified four key dimensions: Independent study, Group interaction, Reasoning skills, and Active participation.
- These factors explained 76.6% of the variance.
- The scale demonstrated high reliability with Cronbach's alpha coefficients ranging from 0.83 to 0.95, and 0.96 for the overall scale.
Conclusions:
- The developed questionnaire reliably identifies fundamental components of the PBL method in tutorial groups.
- This instrument can be a valuable tool for tutors to monitor student progress in PBL.