Revitalizing problem based learning: Student and tutor attitudes towards a structured tutorial

Eve Espey, Tony Ogburn, Summers Kalishman, Meggan Zsemlye, Ellen Cosgrove

Producción científica: Articlerevisión exhaustiva

5 Citas (Scopus)

Resumen

Background: The pre-clinical curriculum at the University of New Mexico School of Medicine is a hybrid model that includes small group, problem-based learning (PBL) tutorials and didactic lectures. A structured tutorial format was piloted for the human sexuality/ reproduction organ system block for the PBL component. The objective of this study was to compare the acceptability of the structured format and its effectiveness with that of a traditional PBL tutorial. Methods: Students were surveyed after the renal/endocrinology block of 2004 (traditional tutorial format) and after the human sexuality/ reproduction block of 2004 (structured tutorial format) (n = 70). Survey questions covered the quality of learning and of tutorial. Students (n = 132) and tutors (n = 24) who participated in human sexuality/ reproduction in 2004 and 2005 were surveyed for attitudes about the structured tutorial overall and specific components. Means of responses were compared using t-tests. Results: Students indicated that the structured tutorial format supported a greater improvement in their basic science and clinical knowledge and their ability to evaluate information (p < 0.05). The majority of students and tutors recommended the structured format for tutorials in other blocks. Conclusions: We demonstrated the acceptability of a structured tutorial format to students and faculty. Faculty members perceived greater depth of learning and participation by the students.

Idioma originalEnglish (US)
Páginas (desde-hasta)143-149
Número de páginas7
PublicaciónMedical teacher
Volumen29
N.º2-3
DOI
EstadoPublished - mar 2007
Publicado de forma externa

ASJC Scopus subject areas

  • Education

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