Comparison of tutored group with tutorless group in problem-based mixed learning sessions: a randomized cross-matched...

Area of Science:

• Medical Education
• Pedagogy

Background:

• Problem-based learning (PBL) utilizes group discussions to solve problems.
• Faculty tutors facilitate PBL, but time and staff shortages prompt interest in tutorless PBL.

Purpose of the Study:

• To compare the effectiveness of tutored and tutorless problem-based learning (PBL).
• To evaluate student performance and satisfaction in both PBL formats.

Main Methods:

• First-year medical students participated in alternating tutored and tutorless PBL sessions.
• Written examination scores (WES) and self-contentment scores (SCS) were statistically analyzed.

Main Results:

• No significant difference in average written examination scores between tutored and tutorless PBL groups.
• Significantly greater variation in written examination scores within the tutorless PBL group.
• Self-contentment scores were generally higher in tutored PBL groups.

Conclusions:

• Tutorless PBL groups achieved comparable written examination performance to tutored groups.
• Tutored PBL groups reported higher self-contentment with the learning experience.
• Tutorless PBL is considered comparable to tutored PBL, particularly in initial stages.