Assessment of student performance in problem-based learning tutorial sessions

Objectives To assess student performance during tutorial sessions in problem‐based learning (PBL). Design A 24‐item rating scale was developed to assess student performance during tutorial sessions in problem‐based learning (PBL) as conducted during the pre‐clinical years of Medical School at the National Autonomous University of Mexico. Items were divided into three categories: Independent study, Group interaction and Reasoning skills. Fourteen tutors assessed 152 first and second‐year students in 16 tutorial groups. An exploratory factor analysis with an Oblimin rotation was carried out to identify the underlying dimensions 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 interaction, Reasoning skills, and Active participation) which together accounted 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 identification of the fundamental components of the PBL method as observable in tutorial groups and could be a useful assessment instrument for tutors wishing to monitor students’ progress in each of these components.