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Correlation of problem-based learning facilitators' scores with student performance on written exams
Carol F Whitfield1, Sharon X Xie
1Department of Cellular and Molecular Physiology, Penn State University College of Medicine, H166, 500 University Dr., Hershey, PA 17033, USA. cwhitfield@psu.edu
Advances in Health Sciences Education : Theory and Practice
|March 26, 2002
Summary
Facilitator assessments of student knowledge in problem-based learning (PBL) medical education did not strongly correlate with exam performance. Facilitator grades explained minimal variance, suggesting this assessment method is not useful.
Area of Science:
- Medical Education
- Assessment and Evaluation
Background:
- Problem-based learning (PBL) is a common pedagogical approach in medical schools.
- Facilitators sometimes grade students on their knowledge and participation in PBL sessions.
Purpose of the Study:
- To evaluate the correlation between facilitator assessments of student knowledge and subsequent written exam performance in a PBL curriculum.
- To determine the utility of facilitator knowledge-based grading in medical education.
Main Methods:
- Retrospective analysis of data from 156 students and 107 facilitators over six years in a PBL track.
- Pearson correlation was used to compare facilitator grades with written exam scores across curriculum blocks.
- Exam reliability and validity were assessed using Cronbach's alpha and correlation with USMLE I scores.
Main Results:
- Facilitator knowledge scores showed a positive association with student exam grades (Pearson correlation coefficients 0.342-0.622).
- However, coefficients of determination indicated that facilitator scores explained only 12-39% of the variance in exam scores.
- Facilitators significantly overestimated knowledge in lower-performing students compared to high-performing students (p < 0.0001).
Conclusions:
- Facilitator assessment of student knowledge in PBL settings is not a useful predictor of exam performance.
- The variance in exam scores explained by facilitator knowledge assessment is insufficient for reliable evaluation.
- This study suggests a need for more objective and validated assessment methods in PBL.