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Self and tutor evaluations in problem-based learning tutorials: is there a relationship?

M Das·D Mpofu·E Dunn·J H Lanphear
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Abstract

It is now recognized that acquiring specific skills in self-evaluation helps students in a more general appraisal of their overall performance. Self- and peer-evaluation skills are essential prerequisites for the success of every doctor in maintaining professional competence. In the Faculty of Medicine and Health Sciences (FMHS) of the United Arab Emirates, problem-based learning (PBL) is instituted in the first year. Self-evaluation by students and tutor rating of students' performances are an integral part of the PBL tutorials. This has provided the opportunity to conduct a systematic study of the role of self-evaluation by students as distinct from the tutor evaluation of students in the PBL tutorials for five themes. The study sample included all preparatory year (first-year) students who joined the FMHS in 1994 and 1995. A total number of 64 students participated, of whom 17 (26%) were male and 47 (74%) female. Mean self-evaluation scores were high throughout the module and did not follow any trend from theme one to theme five. While self and tutor scores were similar, male student self-evaluation scores were higher than for female students on overall scores. The sharing of assessment reports between students and tutors has been perceived to be a useful tool for the students' development of the skills of analysis, differentiation and critical appraisal.

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AdultEducation, Medical, UndergraduateEducational MeasurementFemaleHumansMaleProblem-Based LearningSelf ConceptSelf-Evaluation ProgramsJournal Article

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BibTeXRIS

M Das, D Mpofu, E Dunn, J H Lanphear. 1998. Self and tutor evaluations in problem-based learning tutorials: is there a relationship?. https://doi.org/10.1046/j.1365-2923.1998.00217.x

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