Good teacher, good tutor

Couto, Lucélio Bernardes; Romão, Gustavo Salata; Bestetti, Reinaldo B.

doi:10.2147/amep.s110449

Cited by 5 publications

(2 citation statements)

References 7 publications

(14 reference statements)

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“…All tutors have been trained at our institution on how to run a tutorial session before guiding the tutorial process, as all of them have graduated in a discipline-based curriculum, thus needing to gain experience with the PBL method. 12 …”

Section: Methodsmentioning

confidence: 99%

Assessment test before the reporting phase of tutorial session in problem-based learning

Bestetti

Couto

Restini

et al. 2017

AMEP

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PurposeIn our context, problem-based learning is not used in the preuniversity environment. Consequently, students have a great deal of difficulty adapting to this method, particularly regarding self-study before the reporting phase of a tutorial session. Accordingly, the aim of this study was to assess if the application of an assessment test (multiple choice questions) before the reporting phase of a tutorial session would improve the academic achievement of students at the preclinical stage of our medical course.MethodsA test consisting of five multiple choice questions, prepared by tutors of the module at hand and related to the problem-solving process of each tutorial session, was applied following the self-study phase and immediately before the reporting phase of all tutorial sessions. The questions were based on the previously established student learning goals. The assessment was applied to all modules from the fifth to the eighth semesters. The final scores achieved by students in the end-of-module tests were compared.ResultsOverall, the mean test score was 65.2±0.7% before and 68.0±0.7% after the introduction of an assessment test before the reporting phase (P<0.05). Students in the sixth semester scored 67.6±1.6% compared to 63.9±2.2% when they were in the fifth semester (P<0.05). Students in the seventh semester achieved a similar score to their sixth semester score (64.6±2.6% vs 63.3±2%, respectively, P>0.05). Students in the eighth semester scored 71.8±2.3% compared to 70±2% when they were in the seventh semester (P>0.05).ConclusionIn our medical course, the application of an assessment test (a multiple choice test) before the reporting phase of the problem-based learning tutorial process increases the overall academic achievement of students, especially of those in the sixth semester in comparison with when they were in the fifth semester.

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Section: Methodsmentioning

confidence: 99%

Assessment test before the reporting phase of tutorial session in problem-based learning

Bestetti

Couto

Restini

et al. 2017

AMEP

View full text Add to dashboard Cite

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“…In view of the fact that pre-university education is deficient and totally lecture-based, 2 we have had to make some changes to adapt PBL to our educational reality, mainly testing application (multiple-choice questions) before, and some lectures following, the reporting phase of tutorial sessions. 3 , 4 However, we had not used PBL in primary care until 2016.…”

mentioning

confidence: 99%

Problem-based learning in primary care at University of Ribeirão Preto (UNAERP) in Brazil

Romão

Bestetti

Couto

2018

AMEP

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Digital teaching: Developing a structured digital teaching competency framework for medical teachers

Saaiq,

Khan,

Yasmeen

2024

Medical Teacher

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Good teacher, good tutor

Cited by 5 publications

References 7 publications

Assessment test before the reporting phase of tutorial session in problem-based learning

Assessment test before the reporting phase of tutorial session in problem-based learning

Problem-based learning in primary care at University of Ribeirão Preto (UNAERP) in Brazil

Digital teaching: Developing a structured digital teaching competency framework for medical teachers

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Good teacher, good tutor

Cited by 5 publications

References 7 publications

Assessment test before the reporting phase of tutorial session in problem-based learning

Assessment test before the reporting phase of tutorial session in problem-based learning

Problem-based learning in primary care at University of Ribeir&atilde;o Preto (UNAERP) in Brazil

Digital teaching: Developing a structured digital teaching competency framework for medical teachers

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Product

Resources

About

Problem-based learning in primary care at University of Ribeirão Preto (UNAERP) in Brazil