مرکز منطقه ای اطلاع رساني علوم و فناوري - Probleme dayali ögrenimde ögrenci ve egitim yönlendiricisi geribildirimleri: aralarinda iliski var mi?

Abstract :

Aim: Feedback from students and tutors is used in the evaluation of Problem Based Learning (PBL) curriculum in Suleyman Demirel University Faculty of Medicine. The aim of this study is to investigate the correlation between the feedback results of students and tutors and to compare these results regarding academic years in which the feedback was given.. Material and Method: PBL feedback results of all students and tutors who took part in PBL sessions in academic years 2009 and 2010 were used in this cross-sectional analytic study. There are two kinds of feedback results, the first is the tutor scores that were given by the students to the tutors and the second is tthe student scores that were given by the tutors to the students considering some performance indicators written in a structured form. The correlation between student and tutor scores and the difference between mean scores attained in different academic years were investigated. Results: Mean student scores did not differ from one academic year to another(p 0.05). Total and two subcategorical (contribution to communication skills and motivation) tutor scores attained in year 1 were significantly higher than those attained in other years (p 0.05). No correlation was found between the scores of tutors and students (p 0.05). Conclusion: There is no significant correlation between student and tutor feedback scores. In the first year, tutors attained higher scores for their contribution to communication skills and motivation. This might be the result of the fact that scenarios on doctor-patient communication and ethical subjects were employed for PBL activities in year 1, and these scenarios provided more guidance for the tutors to discuss relevant issues.