The relationship between student perceptions of tutor performance and tutors' background in problem-based learning in South Korea

Abstract

Objectives: This study was conducted to investigate student perceptions of tutors' group facilitation skills and to evaluate the difference in student perceptions of tutor performance according to the tutors' background in problem based learning (PBL). Methods: This study used a cross sectional design. One hundred fifty third-year medical students at Chonnam National University Medical School, Gwangju, South Korea were asked to assess their tutors' performance at the end of each PBL tutorial using a self-administered questionnaire. The information collected in the questionnaire addressed tutor performance with regard to constructive/active learning, self-directed learning, contextual learning, collaborative learning, and intrapersonal behavior as a tutor. Tutor background information, such as gender, age, basic or clinical science qualifications, faculty or non-faculty appointment status, and PBL tutor training program attendance was collected from secondary data provided by the school administration. We performed multiple linear regression analysis using the total student perception score as the dependent variable to compare student perceptions of tutor performance according to the tutors' background. Results: The mean score for the 11 items on the questionnaire varied between 4.03 and 4.17 on a 5-point Likert scale. The assessment of student perspectives on tutor performance revealed that students have positive perceptions of tutors' performance in PBL, particularly tutors who were faculty (β = 0.255, p = 0.035) and those who had participated in the PBL tutor-training program (β = 0.224, p = 0.046). Conclusions: The study results indicate that exploring how tutors' characteristics influence their performance can be used in planning PBL tutor recruitment and designing PBL tutor-training programs

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