Assessment of student performance in problem-based learning tutorial sessions

Objective To assess student performance during tutorial sessions in problem -based learning (PBL). Design A 24-item rating scale was developed to assess student performance d uring tutorial sessions in problem-based learning (PBL) as conducted during the pre-clinical years of Medical School at the National Autonomous Univer sity of Mexico. Items were divided into three categories: Independent study , Group interaction and Reasoning skills. Fourteen tutors assessed 152 firs t and second-year students in 16 tutorial groups. An exploratory factor ana lysis with an Oblimin rotation was carried out to identify the underlying d imensions of the questionnaire. Setting Medical School at the National Autonomous University of Mexico. Subjects Medical students. Results Factor analysis yielded four factors (Independent study, Group inte raction, Reasoning skills, and Active participation) which together account ed for 76.6% of the variance. Their Cronbach reliability coefficients were 0.95, 0.83, 0.94 and 0.93, respectively, and 0.96 for the scale as a whole. Conclusions It was concluded that the questionnaire provides a reliable ide ntification of the fundamental components of the PBL method as observable i n tutorial groups and could be a useful assessment instrument for tutors wi shing to monitor students' progress in each of these components.