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Related Experiment Videos

Student perceptions of tutor skills in problem-based learning tutorials.

M Das1, D J S Mpofu, M Y Hasan

  • 1General Internal Medicine, University of Texas Medical Branch, Galveston, 77555-0566, USA. madas@utmb.edu

Medical Education
|March 7, 2002
PubMed
Summary

Student evaluations of problem-based learning (PBL) tutors varied, particularly concerning sociocultural issues. Tutors require adapted strategies for diverse backgrounds to enhance faculty development in medical education.

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Area of Science:

  • Medical Education
  • Sociocultural Studies

Background:

  • Problem-based learning (PBL) tutors have distinct roles compared to traditional teachers.
  • In the UAE Faculty of Medicine, Arab students interact with expatriate tutors from different sociocultural backgrounds.

Purpose of the Study:

  • To investigate student evaluations of tutors in PBL tutorials.
  • To determine if student evaluations change as students progress through PBL.
  • To analyze differences in tutor performance evaluation between male and female students.

Main Methods:

  • Students evaluated 12 tutor skills on a 1-3 scale over two academic years.
  • Statistical analysis of 314 completed forms from 14 participating tutors.
  • Evaluation included differences in tutor performance perception between genders.

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Main Results:

  • Tutors were rated average to outstanding in 10 skills.
  • Discrepancies noted in guiding information management, with students desiring more support.
  • Lower scores on discussing sociocultural/religious issues suggest a potential understanding gap.

Conclusions:

  • Gender differences in evaluations necessitate varied tutor strategies in cross-cultural settings.
  • Findings have direct implications for faculty development programs in international medical schools.