Self, peer, and tutor assessments of MSN competencies using the PBL-evaluator

Professional competencies are derived from formal, informal, and hidden curricula. Problem-based learning (PBL) is one pedagogy that addresses all three curricula types and facilitates the development of key professional competencies such as critical thinking, communication skills, interpersonal relations, and self-assessment. This article reports on a formative evaluation study completed by three cohorts of master's degree students and two nurse faculty-tutors who used the Web-based PBL-Evaluator after each of 10 PBL cases delivered over two semesters. Major findings included notable differences among self, peer, and tutor in rating the five domains; an increase in ratings by PBL case and evaluator type as the two semesters progressed; and substantial differences among evaluators in providing positive and negative feedback.