SELF AND TUTOR EVALUATIONS IN PROBLEM-BASED LEARNING TUTORIALS - IS THERE A RELATIONSHIP

It is now recognized that acquiring specific skills in self-evaluation helps students in a more general appraisal of their overall performan ce; Self- and peer-evaluation skills are essential prerequisites for t he 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' performanc es are an integral part of the PBL tutorials. This has provided the op portunity 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 preparato ry 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 a nd 47 (74%) female. Mean self-evaluation scores were high throughout t he module and did not follow any trend from theme one to theme five. W hile self and tutor scores were similar, male student self-evaluation scores were higher than for female students on overall scores. The sha ring of assessment reports between students and tutors has been percei ved to be a useful tool for the students' development of the skills of analysis, differentiation and critical appraisal.