Tutors and self-assessment of medical students’ performance in pre-clinical problem-based learning tutorial sessions

• DOI: 10.15694/mep.2018.0000265.1
• Publication Date: 2018-11-20T11:48:02Z
• Authors: Mary Anne Cordero; Najwa Abdur Rashid; Raja El Hasnaoui; Kavitha Ganesh; Zenat Khired
• Keywords: Bachelor; TUTOR; Self-assessment; Problem-Based Learning

<ns4:p>This article was migrated. The marked as recommended. Background: It is currently acknowledged that developing the skills in self-assessment imperative for continuing learning of every physician. Objective : This study aimed to assess students' performance tutorial sessions a hybrid problem-based (PBL) curriculum conducted during pre-clinical years through self-and tutors assessment. Methods Sixty nine first year and eighty second students Bachelor Medicine Surgery (MBBS) Program at Princess NourahBint Abdulrahman University participated study. Both assessment within PBL setting using validated questionnaire developed by Valle et al. (1999). Mean ratings between assessments were compared paired t-test. Association self written exam scores analyzed Pearson correlation coefficients. Results: Results revealed significant difference medical under scoring their own than tutors’ with total mean score 79.99 (± 25.87) 98.02 8.71) respectively (P=0.001).Tutors correlated poorly (r=0.344). No observed but strong (r=0.726 &amp;P=0.045) shown tutor scores. In contrast group, showed no self- students. There (r=0.722&amp;P=0.041) well (r=0.806 &amp; P=0.030 ) not Conclusion: has presented reservations regards use part overall student grade PBL.</ns4:p>