Revitalizing problem based learning: student and tutor attitudes towards a structured tutorial.
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.
Espey
Eve
E
Department of OB-GYN, University of New Mexico School of Medicine, Albuquerque, New Mexico 87131, USA. eespey@salud.unm.edu
Ogburn
Tony
T
Kalishman
Summers
S
Zsemlye
Meggan
M
Cosgrove
Ellen
E
D001290:Attitude; D001519:Behavior; D005178:Faculty; D006801:Humans; D010865:Pilot Projects; D018794:Problem-Based Learning / Q000379:methods*; D013337:Students, Medical / Q000523:psychology*; D013663:Teaching