Abstract
Medical student examination performance in an integrated problem-based learning (PBL) curriculum related to group and faculty facilitator (tutor) assignment has not been well studied. The aim of this study is to investigate whether the PBL group and tutor to which a student is assigned affect examination performance. We found that only 3.6% of all groups had non-Gaussian student examination score distributions. Tutorial group average scores varied by less than 10% from the examination mean. Faculty tutor experience in PBL or expertise by either clinical or basic science background did not appear to have a significant effect upon student knowledge based examination performance, as measured within an integrated basic science PBL curriculum.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
