Tutor intervention profile: reliability and validity

Willem S. de Grave · Diana H. J. M. Dolmans · Cees P. M. van der Vleuten

55 citations0/0 files storedMedical Education

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Problem and Project Based Learning Innovations in Medical Education Evaluation of Teaching Practices

Abstract

An instrument has been developed to provide tutors with feedback about their performance in problem-based tutorial groups. This questionnaire consists of 33 statements reflecting the behaviour of the tutor in the tutorial group when students analyse the case and generate learning issues and the behaviour of the tutor when students report back to the tutorial group about their self-study. The statements are grouped on theoretical dimensions found in the literature about co-operative learning and problem-based learning. This study focuses on the validity and the reliability of this instrument. Confirmatory factor analysis showed that a four-factor model showed a weak fit, whereas each separate factor fitted the data reasonably well. The four factors are: (1) elaboration; (2) directing the learning process; (3) integration of knowledge and (4) stimulating interaction and individual accountability. These factors were strongly correlated with the overall judgement of the tutor at the end of the unit, so the concurrent validity of this instrument was high. Generalizability studies indicated that the rating scales provide reliable information with a sample size of student responses falling within the range of real tutorial group sizes. The results of this study show that the instrument for providing tutors with feedback is valid and reliable. This questionnaire can be used in staff development activities and also provides needs assessment for faculty development.

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1996Research on Cooperative Learning and Achievement: What We Know, What We Need to Know 1993Foundations of problem‐based learning: some explanatory notes 1995What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula 1996Problem based learning: Cognitive and metacognitive processes during problem analysis 1994Resolving inconsistencies in tutor expertise research 1996Models of faculty development for problem-based learning 1994A rating scale for tutor evaluation in a problem‐based curriculum: validity and reliability

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2005On the relationship between group functioning and study success in problem‐based learning 2003What can we learn from facilitator and student perceptions of facilitation skills and roles in the first year of a problem-based learning curriculum?2002An exploration of tutors’ experiences of facilitating problem-based learning. Part 2—implications for the facilitation of problem based learning

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