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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
This summary is machine-generated.

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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.

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:

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  • 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.