Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum

Abstract

PurposeRecruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills.MethodsThis study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression.ResultsAmong the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students’ questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture.ConclusionPredicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives.

Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum

“…Brazilian medical students believe that subjectmatter experts perform better for guiding the learning process than their non-expert counterparts [9]. Other authors agree with this concept [5,28,29,35].…”

“…In fact, there are evidences that tutors tend to over-rate students despite having evidence of poor performance ('halo effect') [11,30]. Despite the fact the process of rating students during tutorial sessions has been criticized [6,11,35], current evidences underscore that FA is a reliable indicator of students' summative learning achievement. Nevertheless, a crucial factor in this process is the qualification of the PBL facilitators [28][29][30].…”

Comparison of problem-based and team-based learning on Chinese basic medical education for clinical medicine: a pilot study

“…On account of limitations on instructor-conditions, teacher training is essential. Salah emphasized that effective PBL instructors required multiple skills that are positively related to their role in large group lectures, which could have implications for recruiting PBL instructors in medical programs [28]. Furthermore, peer teaching seems to be a good way to solve the shortage of teachers.…”

Good teacher, good tutor

“…We have read with great interest the paper by Kassab et al 1 , who have essentially shown that good teachers will be good tutors in a problem-based learning (PBL) environment. We have been facing great difficulties to select tutors because there has been no tradition in PBL in our region in the preuniversity teaching.…”