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Related Experiment Videos

Do tutor expertise and experience influence student performance in a problem-based curriculum?

Sang E Park1, Srinivas M Susarla, Cheri K Cox

  • 1Harvard School of Dental Medicine, 188 Longwood Avenue, Boston, MA 02115, USA. sang_park@hsdm.harvard.edu

Journal of Dental Education
|June 8, 2007
PubMed
Summary
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Tutor expertise and experience did not significantly impact overall student performance in a problem-based learning dental Restorative Treatment course. However, expert tutors showed improved final exam scores, especially those without prior tutoring experience.

Area of Science:

  • Dental Education
  • Problem-Based Learning
  • Restorative Dentistry

Background:

  • Problem-based learning (PBL) is a key pedagogical approach in dental education.
  • The role of tutor expertise and experience in student outcomes within PBL curricula requires further investigation.

Purpose of the Study:

  • To assess the relationship between tutor expertise/experience and student performance in a PBL dental Restorative Treatment course.
  • To analyze how tutor qualifications influence various student assessment metrics.

Main Methods:

  • Retrospective analysis of 206 third-year dental students (2000-2005).
  • Evaluation of student performance across tutorial sessions, midterm, final exams, preclinical lab work, and overall grades.
  • Comparison of outcomes based on tutor prosthodontic expertise and prior tutoring experience.

Related Experiment Videos

Main Results:

  • No statistically significant difference in overall course grades based on tutor expertise or experience.
  • Students tutored by experts performed significantly better on the final examination (p<0.05).
  • Expert tutors with no experience yielded higher final examination scores than expert tutors with experience (p<0.05).

Conclusions:

  • Tutor expertise and prior experience do not generally affect overall student performance in this PBL dental course.
  • Specific aspects of student assessment, like final examinations, may show differential outcomes related to tutor expertise.