Validation of the Tutotest in a hybrid problem-based learning curriculum

Abstract

The Tutotest is one of the few structured instruments developed for the assessment of students' learning skills in a problem-based learning (PBL) curriculum. This study was designed to validate the Tutotest in a hybrid PBL curriculum. Forty-four tutors completed 370 evaluations on second to fourth year medical students at the end of the first semester in 2004 using the Chinese version of the Tutotest. There was significant correlation between global rating and Tutotest-C (r = 0.44, P < 0.001). The Cronbach's alpha coefficient was 0.97. Two-week test-retest correlation coefficient was 0.85. Factor analysis revealed four factors, where three were similar to the factors of "effectiveness in group", "communication and leadership skills", and "respect for others" identified in the original Tutotest. "Hypothesis forming and testing" instead of "scientific curiosity" became the fourth factor in our data. Our study validated the Tutotest-C in a hybrid PBL curriculum and students from the Chinese educational system. The test-retest reliability measure with a 2-week interval at the end of the PBL tutorial confirmed the stability of the Tutotest, which has not been previously reported. Since most Asian medical schools adopted a hybrid PBL curriculum, a valid student evaluation instrument for this type of curriculum is valuable.

Examination of pre-service science teachers activities using problem based learning method

“…Problem Based Learning requires the tutor to make preparation and study before the education process in order to provide better learning (Leung and Wang, 2008). In this study, the pre-service science teachers stated before the implementation that they learned how to write appropriate scenarios according to the student level by the end of the problem based activity preparation training and that they will be able to prepare activities related to this method in future, too.…”

“…The tutors provide PBL environments for the interaction among the students by directing the group and assisting the students to determine the information they need to solve the problem (Gijselaers, 1996). Additionally, the tutors are required to make preliminary preparations before the teaching process in order to ensure that he/she shows a better performance during the learning process (Leung and Wang, 2008). In PBL, teachers have to deal with problems during the planning, application and assessment of the instruction; in other words through the whole learning process (Ertmer et al, 2009).…”

Validating a problem-based learning process assessment tool in a Nepalese medical school

“…Although plenty of literature describes the assessment of process and outcomes of PBL, there is paucity of standardized/validated tools. 8,12,15,21 One reason for this may be that each particular PBL environment is unique and, hence, often requires a PBL assessment strategy adapted to the specific setting and intended program objectives. 8,22 The development and validation of the TAS-Tool was driven by such a need of monitoring and evaluating the progress made by students in non-cognitive areas (independent of cognitive areas) in PBL settings at PAHS.…”

“…The committee conducted extensive literature review and obtained a preliminary list of 72 items of student behaviours considered observable in PBL tutorial sessions. [8][9][10][12][13][14][15][16][17][18] The items were categorized into ten broad dimensions, namely: Preparation, Participation, Self-Directed Learning, Critical Thinking, Professionalism, Communication Skills, Group Skills, Respect for Colleagues, Scientific Communication, and Reflectiveness. These dimensions were in line with the predefined PAHS Graduate Attributes.…”

“…5 PAHS decided to incorporate their measurement into formative assessment but, most importantly, into a summative assessment too in the setting of PBL. 6 Implementation of PBL varies with the setting 7,8 and PBL process assessment is largely confined only to formative purposes. 9,10 Moreover, no locally validated PBL assessment tool was available.…”