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Related Experiment Videos

A rating scale for tutor evaluation in a problem-based curriculum: validity and reliability

D H Dolmans1, I H Wolfhagen, H G Schmidt

  • 1Department of Educational Development and Research, University of Limburg, Maastricht, The Netherlands.

Medical Education
|November 1, 1994
PubMed
Summary
This summary is machine-generated.

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A new tutor evaluation questionnaire effectively assesses tutor performance in problem-based learning groups. This instrument is a valid and reliable tool for staff development programs.

Area of Science:

  • Medical Education
  • Educational Psychology

Background:

  • Problem-based learning (PBL) relies heavily on effective tutoring.
  • Assessing tutor performance is crucial for improving PBL group dynamics and learning outcomes.

Purpose of the Study:

  • To develop and validate an instrument for assessing tutor performance in PBL groups.
  • To evaluate the reliability and validity of a newly created tutor evaluation questionnaire.

Main Methods:

  • Development of a 13-statement tutor evaluation questionnaire based on defined tutor tasks.
  • Application of confirmatory factor analysis to assess the instrument's factor structure.
  • Conducting generalizability studies to determine the reliability of the rating scales.

Main Results:

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  • Confirmatory factor analysis supported a three-factor model: guiding learning, content input, and group commitment.
  • Generalizability studies confirmed reliable student responses for typical tutorial group sizes.
  • The instrument demonstrated reasonable validity and reliability.

Conclusions:

  • The developed tutor evaluation questionnaire is a valid and reliable instrument.
  • This tool can be effectively utilized in staff development programs to enhance tutoring in PBL.
  • The findings support the use of this questionnaire for formative feedback and tutor training.