title: Can students differentiate between PBL tutors with different tutoring deficiencies?
abstract: Many medical schools evaluate the performance of their tutors by using questionnaires. One of the aims of these evaluations is to provide tutors with diagnostic feedback on strong and weak aspects of their performance. Although everyone will agree that students are able to distinguish between poor and excellent tutors, one can question whether students are also able to differentiate between tutors with different tutoring deficiencies--tutors who perform badly on a specific key aspect of their performance. The aim of this study was to investigate to what degree students are able to differentiate between tutors with different tutoring deficiencies, how effective tutors are with different deficiencies and what kind of tips students give for improvement of a tutor's behaviour. Based on students' ratings on a tutor evaluation questionnaire, tutors were ranked in groups with different deficiencies and the average overall tutor performance score was computed for each group with a particular deficiency. In addition, students' tips for improvement given in the open-ended question at the end of the questionnaire were analysed. The results demonstrated that on average one out of five tutors showed a deficiency on only one key aspect. Tutors who did not stimulate students towards active learning were perceived as least effective. Furthermore, students' tips for improvement could be categorized into four groups: tutors who do not evaluate adequately, tutors who are too directive, tutors who are too passive and tutors who lack content knowledge. The results of this study demonstrate that students are not only able to distinguish between poor and excellent tutors, but are also able to diagnose tutors with different tutoring deficiencies and are able to provide tutors with specific feedback to improve their performance.
authors.affiliation: Department of Educational Development and Research, University of Maastricht, 6200 MD Maastricht, PO Box 616, The Netherlands. D.Dolmans@educ.unimaas.nl
authors.forename: D H J M
authors.initials: DH
authors.lastname: Dolmans
authors.forename: A
authors.initials: A
authors.lastname: Janssen-Noordman
authors.forename: H A P
authors.initials: HA
authors.lastname: Wolfhagen
mesh_terms: D004192:Discrimination, Psychological; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement / Q000379:methods*; D005180:Faculty, Medical / Q000592:standards*; D006801:Humans; D018794:Problem-Based Learning / Q000458:organization & administration*; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000592:standards*