Introduction: The newly established Patan Academy of Health Sciences (PAHS) has incorporated measurement of non-cognitive skills and behaviours into the summative assessment in the setting of problem based learning (PBL). This study aims to validate a PBL process assessment tool for PAHS. Methods: A list of 72 items of student behaviours observable in PBL tutorials was compiled from literature review. They were categorized under ten broad dimensions consistent with predefined PAHS Graduate Attributes. A series of PBL project committee meetings and expert inputs refined the list of 72 items to 47 and categorized them under eight dimensions. These 47 items, each with a 4-point rating scale, formed the Tutor Assessment of Student Tool (TAS-Tool). Twenty-four trained faculty members used the TAS-Tool to evaluate the performance of 41 senior high school students in PBL tutorials. Results: The internal-consistency of the TAS-Tool was very high (Cronbach's α = 0.954). Removal of two inconsistent items further increased it to 0.975. Principal components analysis with varimax rotation applied to the remaining 45 items gave seven components and explained 69.47% of the variation between the components. These seven components (% variation) were: Immersed in the Tutorial Process (20.16%); Professional (12.71%); Communicator and Team Leader (11.25%); Critical Thinker (8.77%); Reflector (6.22%); Creative (5.95%), and Sensitive (4.41%). Conclusion: TAS-Tool was found to be a reliable and valid instrument and applicable in formative PBL process assessment at PAHS starting with the pioneer cohort of medical students. Further validation of TAS-Tool through longitudinal study with PAHS students is required for summative purpose.

Introduction: Patan Academy of Health Sciences (PAHS) in Nepal has adopted problem-based learning (PBL) as principal pedagogy to foster attributes predefined for its medical graduates. This study evaluates reaction of participants in PBL tutor-training program focused on PBL process and its assessment.Methods: An orientation program was organized separately for 24 faculty members and 45 higher secondary science majoring students prior to conduction of real-time PBL tutorial sessions. Faculty’s reaction as PBL tutors was collected before and after the orientation program using a 13- item self-administered questionnaire. Internal consistency reliability of the questionnaire items and outcome of the training program were assessed using Cronbach’s alpha, coefficient of variation, Shapiro-Wilk test, paired t-test and adjusted effect size for dependent samples.Results: The pre-test internal consistency reliability was high (0.89) whereas it was acceptable (0.69) for post-test. The average score increased from 26.50 to 34.55 and standard deviation decreased from 5.39 to 2.70 between pre- and post-test. Difference between post- and pre-tests total scores followed normal distribution and suitable parametric test (paired t-test) revealed the difference was highly significant (p< 0.0001). The adjusted effect size was high (1.65) for small dependent samples.Conclusions: The faculty training for PBL and assessment was helpful in implementing PBL pedagogy at PAHS.Journal of Patan Academy of Health Sciences, Vol. 2, No. 1, 2015. page: 30-34