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Gender-related differences in learning in student-led PBL tutorials.

Salah Kassab1, Marwan Abu-Hijleh, Qasim Al-Shboul

  • 1Department of Physiology, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain. skassab@agu.edu.bh

Education for Health (Abingdon, England)
|July 13, 2005
PubMed
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Female students showed higher group performance in student-led tutorials compared to males. This difference stemmed from a decline in male group performance, not an improvement in female groups during problem-based learning (PBL).

Area of Science:

  • Medical Education
  • Pedagogy
  • Social Sciences

Background:

  • Gender dynamics influence student behavior in problem-based learning (PBL) tutorials.
  • Faculty tutor behavior may contribute to observed gender differences in PBL settings.

Purpose of the Study:

  • To investigate gender-based learning outcome differences in medical students during peer-tutored PBL sessions.
  • To compare student-led tutorials (SLT) with faculty-led tutorials (FLT) regarding gender dynamics.

Main Methods:

  • A questionnaire-based study involving 91 third-year medical students in single-gender SLT and FLT groups.
  • Analysis of individual/group performance, tutor skills, examination results, and perceptions of peer tutoring.
  • Collected 290 questionnaires over five weeks (63.7% response rate).

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Main Results:

  • Individual performance and examination scores were similar across gender groups.
  • Female student-led tutorials demonstrated significantly higher group performance than male student-led tutorials (p < 0.01).
  • The performance disparity was due to a decline in male SLT group performance; initial discussion challenges were noted by all students.

Conclusions:

  • Gender differences in group behavior within student-led tutorials are significant for PBL programs.
  • Understanding these dynamics is crucial for optimizing PBL approaches that incorporate student leadership.