Assessing the Effect of a Problem-Based Learning Tutor-Training Program on Second-Year Tutors and Medical Students at Suez University's Faculty of Medicine: A Mixed-Method Study | ||
| Journal of Medical Education and Practice | ||
| Volume 2, Issue 1, July 2025, Pages 11-36 PDF (2.96 M) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/jmep.2025.355371.1009 | ||
| Authors | ||
| Nehal Ahmed Abo Haggag* 1; Nourhan F. Wasfy2; Nahla Hassan2; Said Abbadi3 | ||
| 1Department of Medical Education, Suez University, Egypt. | ||
| 2Department of Medical Education, Faculty of Medicine, Suez Canal University, Egypt | ||
| 3Department of Microbiology & Immunology, Faculty of Medicine, Suez University, Egypt. | ||
| Abstract | ||
| Introduction: Problem-based learning (PBL) fosters self-directed learning and critical thinking, but its success depends on effective tutor facilitation. Inconsistent tutor training can hinder student engagement and learning outcomes. This study aimed to enhance PBL quality at the Faculty of Medicine, Suez University, by developing and evaluating a comprehensive training program for PBL tutors. Methods: This study employed a quasi-experimental, mixed-methods design, incorporating both qualitative and quantitative components. Total comprehensive sample included all 10 2nd-year PBL class tutors. A comprehensive training program was developed and implemented for PBL tutors at the Faculty of Medicine, Suez University, covering PBL facilitation techniques, and practical guidance. Program effectiveness was assessed using tutor satisfaction questionnaires. Tutor knowledge and skills were assessed through pre- and post-training questionnaires, while student perceptions of tutor performance were evaluated using Dolmans et al.'s validated questionnaire. Results: The findings showed that 77.8% of participants rated the suggested strategies for dealing with challenging situations as excellent. The total MCQ test mean score improved from 5.8 pre-intervention to 9.4 post-intervention, indicating a significant increase in tutor knowledge of PBL principles (p < 0.05).Concurrently, the mean total score on the student evaluation of tutor performance questionnaire significantly increased from 29.73 (SD = 9.13) pre-intervention to 58.11 (SD = 3.29) post-intervention, indicating a substantial improvement in perceived tutor performance following the tutor-training program. Conclusions: This study provides evidence for the effectiveness of a targeted training program in improving PBL tutoring skills and enhancing the overall PBL learning experience. | ||
| Keywords | ||
| Problem-based learning; Faculty development; Self-directed learning; Feedback | ||
|
Statistics Article View: 84 PDF Download: 56 |
||
