Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

The 'expert' in problem-based and case-based learning: necessary or not?

P J Hay1, M Katsikitis

  • 1Department of Psychiatry, University of Adelaide, Adelaide, Australia.

Medical Education
|December 21, 2000
PubMed
Summary

Expert tutors in medical education led to higher student scores on a knowledge test compared to non-expert tutors, despite non-experts receiving higher ratings for group management. Further research is needed before widespread adoption of non-expert tutors.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

A randomised placebo controlled clinical trial on the efficacy of Caralluma fimbriata supplement for reducing anxiety and stress in healthy adults over eight weeks.

Journal of affective disorders·2019
Same author

The case for a national survey of eating disorders in Australia.

Journal of eating disorders·2018
Same author

Consumer and carer perspectives in the development of a mental health research, treatment and teaching facility: A thematic analysis.

Journal of psychiatric and mental health nursing·2017
Same author

Mental health impairment associated with eating-disorder features in a community sample of women.

Journal of mental health (Abingdon, England)·2011
Same author

Women with bulimic eating disorders: When do they receive treatment for an eating problem?

Journal of consulting and clinical psychology·2009
Same author

Self-report versus interview assessment of purging in a community sample of women.

European eating disorders review : the journal of the Eating Disorders Association·2007

Area of Science:

  • Medical Education
  • Adult Learning Principles

Background:

  • Problem-based learning (PBL) and small-group teaching are innovations in medical education.
  • Many institutions use non-expert tutors in these methods.
  • The effectiveness of non-expert tutors remains inconclusive.

Purpose of the Study:

  • To compare the outcomes of small-group teaching facilitated by expert versus non-expert tutors.
  • Focus on a single topic area within the medical curriculum.

Main Methods:

  • Fourth-year medical students were randomly assigned to either an expert or non-expert tutor for eating disorders education.
  • Outcomes assessed via a knowledge test and self-report ratings from students and tutors.

Main Results:

Related Experiment Videos

  • Students taught by the expert tutor achieved higher scores on the end-of-course knowledge test.
  • The non-expert tutor received higher ratings for group management skills.
  • The non-expert tutor also rated students higher in oral communication.

    • Conclusions:

    • Caution is advised regarding the widespread adoption of non-expert tutors in medical education.
    • More research is necessary to fully evaluate the impact of non-expert tutors.