Biomedical subjects

Qasim Al-Shboul

Publications and source records attributed to Qasim Al-Shboul.

5 recordsLinked to original sources

PubMed2006

Teaching styles of tutors in a problem-based curriculum: students' and tutors' perception.

This study compared the self-rated with student-rated teaching styles of PBL tutors. We also examined the relationship between teaching styles of tutors' and students' evaluation of tutor effectiveness in tutorials. The study included 48 tutors and 276 medical students. Tutors, and students' were given a teaching style inventory with a 5-point scale consisting of 21 items that comprise four domains of teaching styles (facilitative, collaborative, suggestive and assertive). In addition, quantitative and qualitative evaluations of tutor effectiveness by students were analyzed. Tutors perceived themselves in the facilitative-collaborative end of the spectrum of styles In contrast, students perceived tutors as less 'facilitative-collaborative' and more 'suggestive-assertive' than tutors self-ratings (p < 0.001). In addition, the difference in perception between students and tutors ratings in the facilitative-collaborative domains was more evident as students progressed in the PBL curriculum. The students' ratings of the effectiveness of tutors correlated more strongly with facilitative-collaborative than with suggestive-assertive domains of teaching styles. However, other tutor attributes such as establishing rapport with students, providing academic help for them and having content expertise were considered important criteria of an effective tutor. We conclude that there is a mismatch between students' and tutors' perceptions about teaching styles of tutor. Tutor attributes other than teaching styles are important determinants of an effective tutor.

Communication↗

PubMed2005

Student-led tutorials in problem-based learning: educational outcomes and students' perceptions.

The aim of this study was to examine the effectiveness of using students as tutors in a problem-based learning (PBL) medical curriculum. Ninety-one third-year medical students were divided into ten tutorial groups. The groups were randomly allocated into student-led tutorials (SLT) (five groups, n = 44 students) and faculty-led tutorials (FLT) (five groups, n = 47 students). Outcome measurements included assessment of students' performance in tutorials individually and as a group, end-unit examinations scores, assessment of tutoring skills and identifying students' perceptions about peer tutoring. Student tutors were perceived better in providing feedback and in understanding the difficulties students face in tutorials. Tutorial atmosphere, decision-making and support for the group leader were better in SLT compared with FLT groups. Self-assessment of student performance in SLT was not different from FLT. Student scores in the written and practical examinations were comparable in both groups. However, SLT groups found difficulties in analysis of problems presented in the first tutorial session. We conclude that the impact of peer tutoring on student performance in tutorials, group dynamics, and student achievement in examinations is positive overall. However, student tutors require special training before adopting this approach in PBL programs.

Attitude↗

PubMed2005

Gender-related differences in learning in student-led PBL tutorials.

CONTEXT: Male and female students behave differently in problem-based learning (PBL) tutorials. However, these differences could be partly attributed to faculty tutor behavior in male and female tutorials. OBJECTIVES: This study aims to examine the gender differences in learning outcomes between medical students when peer tutors facilitate PBL tutorials. METHODS: A questionnaire-based study conducted in single-gender student-led (SLT) and faculty-led (FLT) tutorials. The study involved third year medical students (n = 91) divided into ten groups (five groups each). The SLT groups consisted of 16 male and 28 female students, while the FLT group consisted of 20 male and 27 female students. Students evaluated their individual and group performance in tutorials and also skills of tutors. Student performance in end-unit examinations and their perceptions about peer tutoring were also analyzed. RESULTS: A total of 290 questionnaires (response rate = 63.7%) were collected over the five-week period of the study. Although individual performance in tutorials and achievement in examinations were comparable in both groups, there was significantly higher group performance in female compared with male student-led tutorials (p < 0.01). This difference between male and female groups was not attributed to improvement in the performance of female groups, but rather to a decline in performance of the male SLT groups. In addition, both male and female students expressed facing difficulties in discussion and analysis of the problem in the first tutorial session. CONCLUSIONS: Understanding the gender differences in the group behavior in student-led tutorials is important for PBL programs adopting this approach.

Bahrain↗

PubMed2005

Structured problem-related anatomy demonstrations: making order of random teaching events.

BACKGROUND: A standardized learning activity called "Structured Problem-Related Anatomy Demonstrations" was recently implemented. This activity is intended to be a substitute to the need-based instruction method in which students schedule appointments in small groups or individually with faculty to discuss issues and difficulties related to anatomy the students have encountered during their tutorial discussions and self-study learning. DESCRIPTION: Students in a given year were divided into 2 groups. Each group was further divided into 4 small groups (n = 10) who rotated through 4 "stations." A faculty member who demonstrated a specific aspect of anatomy related to the weekly health problem staffed each of the stations. EVALUATION: The effect of the new method of instruction on students' performance in end-of-unit examinations was not statistically significant. A 5-point scale questionnaire seeking the perceptions of 3rd- and 4th-year medical students (n = 176), who had experience with both methods, was used. The means +/- standard deviation of students' responses to items related to organization was 3.61 +/- 0.55, to knowledge was 4.29 +/- 0.73, to integration was 3.91 +/- 0.73, and to skills was 3.84 +/- 0.83. The vast majority of students expressed their overall support for continuing the new system (4.54 +/- 0.58). CONCLUSIONS: The new method increased students' satisfaction and confidence while maintaining their level of performance in final assessments. Faculty have more control over their schedules and can devote more quality time to teaching and research.

Anatomy↗

PubMed2004

Evaluation of the teaching strategy of cardiovascular system in a problem-based curriculum: student perception.

It is generally acknowledged that an integrated approach to teaching cardiovascular system (CVS) is clinically relevant. However, very little attention has been paid with respect to student perception of teaching CVS in an integrated problem-based curriculum. A questionnaire on the feedback and perception of medical students (n = 60) to their learning experience of CVS exposed early in the problem-based integrated curriculum at the Arabian Gulf University (AGU) was used. The average percentage scores of positive student responses to items related to knowledge was 62.7%, to integration was 87.3%, and to skills was 77.1%. A significant positive correlation was observed among skills and knowledge (r = 0.408, P = 0.002), skills and integration (r = 0.506, P < 0.000), and integration and knowledge (r = 0.294, P = 0.028). The lowest individual percentage score related to knowledge items was given to the role of resource sessions in understanding difficult concepts (32.7%). Interestingly, 90.7% of the students were aware of the presence of gaps in their knowledge. On the other hand, 92.7% of students expressed their satisfaction with the study experience of CVS in the integrated problem-based approach. These results indicate that students overall achieved satisfactory learning outcome during the study of CVS in the problem-based integrated curriculum at AGU. The study also points out issues where improvement and fine tuning of the educational system can take place.

Education, Medical↗