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.
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.