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Using problem-based learning evaluations to improve facilitator performance and student learning.
| Content Provider | CiteSeerX |
|---|---|
| Abstract | This paper will report the relationship between course and faculty evaluations for a problem-based learning (PBL) experience in a medical school curriculum. Identifying relationships between students ’ reflections about the problem-based learning experience and how well facilitators guided the group (e.g., helped identify key learning issues) can answer fundamental questions about the potential of PBL to advance essential skills and knowledge. In 45 PBL groups across the 2001 and 2003 academic years, students completed a facilitator and a PBL course evaluation. The facilitator evaluation included nine questions. Each question used a five-point scale from Poor (1), Fair (2), Somewhat good (3), Good (4) to Excellent (5). The PBL course evaluation included 9 questions on a standard 5-point scale, ranging from Not at All (1); Slightly (2); Somewhat (3); Mostly (4), and Completely (5). Two statistical analyses were conducted to address the research questions. First, a factor analysis was used to explore the organization of underlying factors in the facilitator and course evaluations. Factor analysis can provide evidence of construct validity for both instructional and learning dimensions. Using each factor as a variable, factor scores (mean of the items in each factor) for the facilitation evaluations were used to predict factor scores yielded from the course evaluation. A regression analyses explored the potential for facilitator performance scores (independent) to predict student observations about their own learning (dependent). An analysis of the questions reveals reasonable interpretations of the two factors (Collaboration and Independent Leaning Skills). The results revealed significant relationships between the |
| File Format | |
| Access Restriction | Open |
| Subject Keyword | Student Learning Problem-based Learning Evaluation Improve Facilitator Performance Factor Analysis Course Evaluation Pbl Course Evaluation Factor Score Student Observation Research Question Facilitator Performance Score Academic Year Student Reflection Fundamental Question Statistical Analysis Significant Relationship Standard 5-point Scale Facilitation Evaluation Problem-based Learning Experience Medical School Curriculum Facilitator Evaluation Essential Skill Question Reveals Reasonable Interpretation Five-point Scale Independent Leaning Skill Problem-based Learning Construct Validity Faculty Evaluation Pbl Group Learning Dimension |
| Content Type | Text |
| Resource Type | Article |
