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Medical students’ evaluation of tutors in a group‐learning curriculum
Author(s) -
FELETTI G. I.,
DOYLE EILEEN,
PETROVIC ARIEN,
SANSONFISHER R.
Publication year - 1982
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1982.tb00944.x
Subject(s) - curriculum , medical education , group (periodic table) , educational measurement , problem based learning , psychology , medicine , mathematics education , pedagogy , chemistry , organic chemistry
Summary This study focused on students’ evaluation of tutors’ effectiveness during an academic term, using a nineteen‐item questionnaire. The study took place within an integrated problem‐solving medical course. Four major factors in the tutor's behaviour were identified as having importance in the rating process: the ability to care for students, a knowledge of course structure and teaching staff philosophy, the ability to encourage independent thinking in students and a knowledge of the specific medical problems being studied. Further analysis suggested that students distinguish between good and bad tutors, those in different medical strands and with differing status. In general, the findings complement those dealing with student evaluation of lectures and to some extent, patient satisfaction with doctors.