Tutors' performance evaluation: a feedback tool for the PBL learning process

Pinto, Paulo; Rendas, António Bensabat; Gamboa, Teresa

doi:10.1080/01421590126518

Cited by 2 publications

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“…Besides reinforcing the scores achieved in the closed-ended section, student comments often confirm affective and behavioural qualities of facilitators that students appreciated (e.g. a sense of humour; bringing personal experience to the tutorial) (Pinto et al 2001) Facilitator perceptions of the level of usefulness they ascribed to the feedback they received has provided the MEU with considerable insight into their individual needs as well as those of faculty. Facilitator input has also provided specific direction for streamlining the process of facilitator evaluation, in order to maximize its usefulness both formatively and summatively.…”

Section: Discussionmentioning

confidence: 99%

“…Much has been documented concerning the role of the tutor/facilitator in a PBL curriculum, with debates involving issues such as the content expert vs. the non-content expert and the influence of process variables and tutor characteristics on the functioning of and learning within the small-group tutorial (Dolmans et al 2002). Notwithstanding divergent views and evidence on the profile of an 'ideal' facilitator/tutor to oversee the PBL tutorial, a committed tutor/facilitator has an important role to play in student learning, as his/her participation has a direct bearing on the functioning of the small group (van Berkel & Schmidt 2000;Pinto et al 2001;Cotterell et al 2004;Dolmans & Ginns 2005;Jung et al 2005). As early as 1990, causal modelling studies demonstrated that tutor characteristics were one of…”

Section: Introductionmentioning

confidence: 99%

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Maximizing the value of feedback for individual facilitator and faculty development in a problem-based learning curriculum

Wyk

McLean

2007

Medical Teacher

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Background: Recruiting and retaining facilitators in problem-based learning requires considerable staff development. Providing meaningful feedback to individual facilitators should contribute to improved management of the tutorial group. Aim: To ascertain the value ascribed by facilitators to feedback they received (based on student input) regarding their performance in the small group tutorial in a new problem-based learning curriculum. Methods: Thirty-seven facilitators from a purposive sample, selected for their facilitation experience during the 2001-2003 period, completed a comprehensive survey regarding their experiences. The aspect currently being reported deals with the perceived usefulness of the feedback they received from students and from Faculty following the evaluation of their participation in the small group tutorial. Data are reported for medically qualified and non-medically qualified facilitators. Results: Both clinical (50%) but more notably the non-clinical (70%) facilitators found the feedback (individual facilitator and general report) useful. Facilitators generally preferred the qualitative comments provided by students in the open-ended section of the evaluation to the Likert scale items. Student comments were valued for the specific direction they offered facilitators to reflect and improve on their management of the small group. For this feedback to be more useful, however, facilitators believed that it needed to be completed by more students who took time to critically engage with the criteria and reflect more honestly on their experiences. In addition, facilitators requested for feedback reports to be made available sooner such that they could improve their facilitation skills for the next group of students. Conclusions: Both qualitative and quantitative feedback are important for facilitator development and training. While quantitative feedback is important for summative purposes (e.g. quality assurance and promotion), individual student comments provide more formative feedback, allowing facilitators to reflect on and improve their management of the small group. In order for the feedback to be valid, the majority of students had to participate. Facilitators should receive feedback in time to allow them to modify their activities for the new group.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Maximizing the value of feedback for individual facilitator and faculty development in a problem-based learning curriculum

Wyk

McLean

2007

Medical Teacher

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“…For instance, effective tutors in PBL are able to enhance discussion and be part of group (Goldie, Schwartz & Morrison, 2000). Some studies articulated a good tutor's characteristics including able to support critical thinking of student with problems (Das, Mpofu, Hasan & Stewart, 2002), facilitating discussion (Felder, 1996), eliminating conflicts (Hitchcock & Helen-Zoi, 2000), focusing on student's learning instruction (De Grave, Dolmans & van der Vleuten, 1999), enhancing learning process (Pinto, Rendas & Gamboa, 2001;Reznich & Werner, 2004), and acknowledging when and how intervening students (Maudsley, 2002;Haith-Cooper, 2000). Tutor's roles are significant according to Fay, Selz, and Johnson (2005) expressing that SCL strategy will be successful only if students in this approach adopt a new way and more vocal, organized, and confident.…”

Section: Nursing Student's Problems With Student Centered Learning Me...mentioning

confidence: 99%

Distributions of Nursing Student’s Problems with Student Centered Learning Method

Andriany

2014

Nurs. Med. J. Nursing

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Purpose: Student centered learning (SCL) method is a new approach in Indonesia in which students have to more proactive in achieving competencies. A nursing school in Semarang, Indonesia has applied this method since 2006. Many students’ achievements were obtained from local, national, and regional level. However, several concerns also came up with this method. This study aims to identify students’ problems with SCL methods from 1st to 4th year grades. Methods: Research design was a descriptive quantitative by conducting survey based on the domains and categories from a qualitative study. The questionnaire has been tested the validity and reliability. The researcher kept the items do not valid since they are significant to explore those crucial problems. Univariate analysis was done to measure the problem percentage in each grade. The investigator described each category in quantitative analysis tables. Results: The results showed that the problem percentages found in the early year almost similar with others. Conclusion: This recommends that it needs learning system improvement from life skill competence arrangements, learning scenario design, and tutor’s capacity enhancement.

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Tutors' performance evaluation: a feedback tool for the PBL learning process

Cited by 2 publications

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Maximizing the value of feedback for individual facilitator and faculty development in a problem-based learning curriculum

Maximizing the value of feedback for individual facilitator and faculty development in a problem-based learning curriculum

Distributions of Nursing Student’s Problems with Student Centered Learning Method

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