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Effectiveness of tutor shadowing on faculty development in problem-based learning.

Chiao-Ling Tsai1,2, Yen-Lin Chiu3, Chia-Ter Chao2,4

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|July 22, 2022
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Summary
This summary is machine-generated.

Faculty development incorporating tutor shadowing significantly improved novice problem-based learning (PBL) tutors' confidence in student contact, medical expertise, and teaching skills. The developed Tutoring-Skill scale (TS-scale) effectively measured these improvements in PBL tutors.

Keywords:
Faculty developmentProblem-based learningTutor shadowing

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Area of Science:

  • Medical Education
  • Problem-Based Learning (PBL)

Background:

  • Faculty development (FD) is crucial for enhancing tutors' teaching skills.
  • Tutor shadowing was integrated with conventional FD for novice problem-based learning (PBL) tutors.
  • A Tutoring-Skill scale (TS-scale) was developed to assess PBL tutor effectiveness.

Purpose of the Study:

  • To develop and validate a TS-scale for novice PBL tutors.
  • To evaluate the impact of FD incorporating tutor shadowing on PBL tutors' skills.

Main Methods:

  • A before-and-after study design across three phases.
  • Phase 1: Development of a 32-item TS-scale.
  • Phase 2: Content validity assessment by 7 medical education specialists (S-CVI=0.95).
  • Phase 3: Pre- and post-FD course TS-scale surveys of 76 novice PBL tutors.

Main Results:

  • A 24-item TS-scale, grouped into student contact, medical expertise, and teaching expertise, demonstrated high reliability (Cronbach's alpha=0.98).
  • Novice PBL tutors showed significant self-rated confidence improvements in all three domains post-FD course.
  • No significant differences in score changes were observed based on gender, grade level, or specialty.

Conclusions:

  • Faculty development integrating tutor shadowing enhances novice PBL tutors' confidence in key tutoring competencies.
  • The validated TS-scale is a valuable tool for future research on faculty development designs in PBL settings.