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Assessment in problem-based learning: the role of the tutor.
A E Dodds1, R H Osmond, S L Elliott
1Faculty Education Unit, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Victoria, 3010, Australia. agnesed@unimelb.edu.au
Annals of the Academy of Medicine, Singapore
|August 16, 2001
Summary
Tutor assessments in medical problem-based learning (PBL) show consistent patterns and correlate with other evaluations, providing valuable insights into student progress and learning. This highlights the significant role of tutors in medical education assessment.
Area of Science:
- Medical Education
- Assessment in Higher Education
Background:
- Problem-based learning (PBL) in medical education emphasizes tutor facilitation.
- Tutors traditionally have a limited role in formal student assessment.
Purpose of the Study:
- To introduce and examine tutor-based assessment within a PBL medical curriculum.
- To analyze patterns of tutor marks for consistency and correlation with other assessments.
Main Methods:
- 74 tutors assessed 187 students twice per semester using a skills-focused tool.
- Statistical analyses included correlations, cluster analysis, and chi-square coefficients.
Main Results:
- Consistent trends observed in tutor mark clusters from formative to summative assessments.
- Predominantly consistent cluster membership, with most students improving over time.
- Tutor marks showed moderate, significant correlation with other course assessments; minimal variance between tutors.
Conclusions:
- Tutor marks offer valuable and unique dimensions to assessment in PBL medical curricula.
- Tutor feedback appears to contribute to student improvement and demonstrates tutor responsiveness.