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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
PubMed
Summary
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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.

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  • 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.