Student-led tutorials in problem-based learning: educational outcomes and students' perceptions
Student-led tutorials in problem-based learning: educational outcomes and students' perceptions
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DOI：
10.1080/01421590500156186
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发表时间：
2005-09-01
期刊：
影响因子：
4.7
通讯作者：
Hamdy, H
中科院分区：
文献类型：
--
作者：
Kassab, S;Abu-Hijleh, MF;Hamdy, H
本研究的目的是检验在基于问题的学习（PBL）医学课程中使用学生作为导师的有效性。九十一名三年级医学生被分成十个辅导小组。这些小组被随机分配为学生主导的辅导 (SLT)（五组，n = 44 名学生）和教师主导的辅导 (FLT)（五组，n = 47 名学生）。结果测量包括评估学生在单独和小组辅导中的表现、期末考试成绩、辅导技能评估以及确定学生对同伴辅导的看法。人们认为学生导师在提供反馈和理解学生在辅导中面临的困难方面做得更好。与 FLT 组相比，SLT 组的辅导气氛、决策和对组长的支持更好。 SLT 学生表现的自我评估与 FLT 没有什么不同。两组学生的笔试和实践考试成绩相当。然而，SLT 小组在分析第一堂教程中提出的问题时发现了困难。我们的结论是，同伴辅导对学生在辅导中的表现、小组动力和学生考试成绩的影响总体上是积极的。然而，学生导师在 PBL 项目中采用这种方法之前需要接受特殊培训。
The aim of this study was to examine the effectiveness of using students as tutors in a problem-based learning (PBL) medical curriculum. Ninety-one third-year medical students were divided into ten tutorial groups. The groups were randomly allocated into student-led tutorials (SLT) (five groups, n = 44 students) and faculty-led tutorials (FLT) (five groups, n = 47 students). Outcome measurements included assessment of students' performance in tutorials individually and as a group, end-unit examinations scores, assessment of tutoring skills and identifying students' perceptions about peer tutoring. Student tutors were perceived better in providing feedback and in understanding the difficulties students face in tutorials. Tutorial atmosphere, decision-making and support for the group leader were better in SLT compared with FLT groups. Self-assessment of student performance in SLT was not different from FLT. Student scores in the written and practical examinations were comparable in both groups. However, SLT groups found difficulties in analysis of problems presented in the first tutorial session. We conclude that the impact of peer tutoring on student performance in tutorials, group dynamics, and student achievement in examinations is positive overall. However, student tutors require special training before adopting this approach in PBL programs.