KMID : 1034020110130020009
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Korean Medical Education Review 2011 Volume.13 No. 2 p.9 ~ p.23
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The Impact of Tutors¡¯ Domain and Teaching Expertise on Medical Students¡¯ Learning Outcomes in a PBL Environment
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Kang Myung-Hee
Lee Su-Jie Kim Min-Jeong Kim Min-Ji
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Abstract
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This study aimed to investigate the effects of tutors¡¯ domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors¡¯ domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors¡¯ domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors¡¯ domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.
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KEYWORD
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Problem based learning, Tutor¡¯s domain expertise. Teaching expertise, Achievement, Satisfaction, Intervention
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