Evaluating The Role of Tutors in Problem-Based Learning Sessions

TURAN S., ELÇİN M., Odabai O., Ward K., Sayek I.

TURKIYE KLINIKLERI TIP BILIMLERI DERGISI, vol.29, no.1, pp.77-83, 2009 (SCI-Expanded) identifier identifier


Objective: The aim of this study was to determine students' and tutors' perceptions of the role of tutors in problem-based learning (PBL) sessions and the relationship between the views of students and tutors. Material and Methods: An instrument (Hacettepe Tutor Evaluation Scale-HTES) was developed to determine the view of students and tutors on the role of the tutor. The scale, rated on a 5-point Likert scale, contains 4 dimensions: supporting the learning process and metacognitive knowledge; conducting PBL; communication and supporting students' autonomy; and assessing and giving feedback. The subjects of the study were 2(nd) and 3(rd) year students and tutors. 89% of students and 88% of tutors completed the study. Results: All the statements received high scores; sex, year and curricular language bad no effect on the results. Differences between the mean scores of the 4 dimensions were analyzed and were statistically significant. The difference between the mean values for dimensions in the scores of tutors and the student were both statistically significant. The correlation between the scores of students and tutors was analyzed and was not statistically significant. Conclusion: The results of our study demonstrated that the tutors required the skills and attitudes for "supporting the learning process and metacognitive knowledge" and "assessing and giving feedback". As there was no consensus on the roles of the students and tutors in PBL, activities should be organized for sharing and discussing the principles of PBL, its components and the different roles. Feedback from students is important and has priority.