Background: The Faculty of Medicine, Suez Canal University was established to become the first Problem-Based Learning school in the Middle East. In a problem-based-learning tutor should know well both the content of the problems and how to facilitate the small-group learning process, A tutor training program needs to be developed that will morph tutors from teachers to facilitators. Aim:The aim of this study was to measure the educational effectiveness of implementing a tutor training workshop at The Faculty of Medicine, Suez Canal University. Methodology:A quasi-experimental, Pre-program/post-program non-equivalent comparison group design was applied in this study. The target population was randomly assigned to intervention and control groups, a total number of 28 tutors in each group. The study passed through three stages: "preparatory'', "design" and "implementation and evaluation" stages. The data was collected by: needs assessment questionnaire, tutors self-satisfaction questionnaire, student satisfaction questionnaire administered before and after the implementation, questionnaire to assess tutors' and students' satisfaction with tutors' performance. Six steps approach to curriculum development was used as a method for planning and implementing the tutor training workshop. The first three levels of Kirkpatrick's model of evaluation of educational interventions (reaction, learning, and behavior) were applied in this study to evaluate effectiveness of the workshop. Results:Results showed an overall tutor satisfaction with the training workshop. More than 70% of workshop participants agreed that the workshop furthered their understanding of PBL as educational strategy and their role as tutors. The mean of the pretest was 5.42 and the mean of post-test was 7.1, the results also shows that there was a statically significance difference between the results of the pre-and the post-tests for the workshop at p ≤ 0.05. Results also showed improvement of the intervention group performance. The average score for the overall performance of the tutor was (7.67 ± 1.20) in the intervention group compared with the control group (6.54 ± 2.02). Conclusion:The study concluded that tutor training workshop was effective in improving tutor facilitation skills in the areas of constructive active learning, self-directed learning, collaborative learning, intra-personal behavior as tutor, and increase educational effectiveness of the PBL sessions from students' point of views. Tutor training workshop enhanced tutor performance in intervention group compared to the control group. The tutor training workshop increases tutors' self satisfaction with their performance and enhances students' satisfaction with tutor performance. Tutor training was effective as it incorporated adult learning principles (was relevant and interactive); experiential learning; arose from needs assessments; rewarded participation; encourage active participation; had clear goals and a theoretical framework
Background: The (FOM-JU) adopted Problem-Based Learning as the main educational strategy, school implement many instructional methods. To develop pedagogical strategies medical teachers need to know the preferred learning styles of their students. Medical education researchers aware that using a variety of teaching methods improve the retention, use, accessibility of knowledge, as well as enhance students' adaptability in problemsolving situations enhance deep learning (1). Aim: The aim of this study was to identify and compare students learning styles in basic sciences (1st, 2nd and 3rd years) phase and clinical (4th and 5th years) Phase at the faculty of medicine Aljouf University, and to compare learning styles differences between female and male students. Suggest suitable learning resources that will be more beneficial to students learning styles. Methodology: A comparative design was applied in this study. Comprehensive sample was taken from medical students both preclinical-clinical students with male 159 and 48 female (n=207) was performed. The validated VARK questionnaire was used. The questionnaire consists of 16 items which identify four learning styles; visual, auditory, reading/ writing and kinesthetic. Descriptive analysis were first used to identify the learning styles of students, then comparative analysis was used to compare learning styles preferences between male and female students and between basic and clinical phases students. VARK questionnaire was distributed to all students in male and female sides, for all years (first and second year female side and first, second, third, fourth and fifth years male side). Results: Results showed that 72.9% of female and 71.1% of male students preferred to learn by a multi-modality (visual, auditory, reading/writing, or kinesthetic). Results also shows that 40.67% of the male students in clinical years prefer one mode of the learning style preferences, while 44% of female and male students in basics sciences phase in FOM-JU prefer to learn by two modes of the learning style preferences. It also shows that 13% of the male students prefer kinesthetic mode of the learning style preferences, comparing to 4.1% of female students are tactile learners in in basics sciences phase. Conclusion: The study concluded that majority of FOM-JU students prefer multimodal style. Results of this study also conclude that there is a difference between clinical and basics sciences year in learning styles preferences.
Background: The Faculty of Medicine, Suez Canal University (FOM-SCU) was established in 1978 to become the first Problem-Based (PBL) school in the Middle East Tutor plays a major role in facilitating PBL sessions, Tutor should be well prepared and have the sufficient knowledge and facilitation skills to effectively facilitate PBL sessions.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.