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Related Experiment Videos

Tutors' performance evaluation: a feedback tool for the PBL learning process.

P. Rosado Pinto1, A. Rendas, T. Gamboa

  • 1Department of Medical Education and Department of Pathophysiology, Faculdade de Ciências Médicas, Universidade Nova de Lisboa, Portugal.

Medical Teacher
|July 6, 2002
PubMed
Summary
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Teachers acting as tutors in problem-based learning (PBL) programs are crucial. A checklist evaluation showed it effectively monitors teaching and highlights the value of feedback for improving tutor performance.

Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • Problem-based learning (PBL) is increasingly implemented in educational programs.
  • The role of teachers as tutors in PBL is gaining significant attention.
  • Effective tutor evaluation is essential for optimizing the PBL process.

Purpose of the Study:

  • To outline the stages of tutor evaluation within a single discipline using PBL.
  • To present the results of tutor performance evaluations over two academic years.
  • To assess the utility of a checklist as a formative evaluation tool.

Main Methods:

  • A checklist, aligned with tutor tasks in PBL, was utilized for evaluation.
  • The checklist was administered to both students and tutors.
  • Data were collected over two academic years.

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Main Results:

  • The checklist was perceived as an effective formative instrument by both students and tutors.
  • It served as a crucial framework for monitoring and assessing the pedagogical process.
  • Distinct tutoring styles, appreciated by students, were identified.
  • Continuous feedback was confirmed as vital for enhancing tutor pedagogical performance.

Conclusions:

  • The developed checklist is a valuable tool for formative assessment in PBL.
  • Student feedback and identified tutoring styles offer insights into effective pedagogy.
  • Ongoing feedback mechanisms are critical for professional development of tutors in PBL settings.