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Complex interactions between tutor performance, tutorial group productivity and the effectiveness of PBL units as
Diana H J M Dolmans1, Ineke H A P Wolfhagen
1Department of Educational Development & Research, University of Maastricht, P.O. Box 616, 6200, Maastricht, MD, The Netherlands. d.dolmans.@educ.unimaas.nl
Advances in Health Sciences Education : Theory and Practice
|September 30, 2005
Summary
Tutor performance and group productivity both enhance the effectiveness of problem-based learning (PBL) units. Higher tutor performance and greater group productivity lead to better learning outcomes in PBL.
Area of Science:
- Medical Education
- Pedagogy
Background:
- Tutor performance and tutorial group productivity are known to interact complexly.
- Understanding these interactions is crucial for optimizing problem-based learning (PBL) effectiveness.
Purpose of the Study:
- To investigate the interplay between tutor performance, tutorial group productivity, and the effectiveness of a PBL unit.
- To test hypotheses regarding the influence of each factor on the others and on learning outcomes.
Main Methods:
- Student ratings were used to assess tutor performance, group productivity, and PBL unit effectiveness.
- 287 tutors were categorized by performance and group productivity levels.
- Partial correlation coefficients were computed to analyze relationships, controlling for confounding variables.
Main Results:
- Higher tutor performance was associated with higher group productivity, and vice versa.
- Both higher tutor performance and higher group productivity correlated positively with PBL unit effectiveness.
- After controlling for group productivity, the correlation between tutor performance and effectiveness decreased significantly, while controlling for tutor performance showed a stronger remaining correlation between group productivity and effectiveness.
Conclusions:
- Tutor performance and group productivity are interdependent and both significantly impact PBL effectiveness.
- Group productivity appears to have a stronger influence on PBL effectiveness than tutor performance.
- Educational institutions should focus on improving both group functioning and tutor performance to enhance PBL outcomes.