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Related Experiment Videos

Tutor intervention profile: reliability and validity

W S De Grave1, D H Dolmans, C P van der Vleuten

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

Medical Education
|September 23, 1998
PubMed
Summary
This summary is machine-generated.

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A new questionnaire provides valid and reliable feedback on tutor performance in problem-based learning groups. This instrument aids in staff development and faculty needs assessment.

Area of Science:

  • Medical Education
  • Educational Psychology

Background:

  • Problem-based learning (PBL) is a pedagogical approach.
  • Effective tutoring is crucial for successful PBL.
  • Tutors require feedback to enhance their performance.

Purpose of the Study:

  • To develop and validate an instrument for assessing tutor performance in PBL tutorial groups.
  • To evaluate the reliability and validity of the developed questionnaire.

Main Methods:

  • A 33-statement questionnaire was developed based on cooperative and problem-based learning literature.
  • Confirmatory factor analysis and generalizability studies were conducted.
  • Concurrent validity was assessed by correlating factors with overall tutor judgment.

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Main Results:

  • A four-factor model showed a weak fit, but individual factors (elaboration, directing learning, knowledge integration, stimulating interaction) fit well.
  • The instrument demonstrated high concurrent validity.
  • Generalizability studies confirmed the reliability of the rating scales across typical group sizes.

Conclusions:

  • The developed instrument is a valid and reliable tool for providing feedback to tutors in PBL settings.
  • The questionnaire can be utilized for staff development and faculty needs assessment.
  • The findings support the use of this instrument to improve tutoring in problem-based learning environments.