Designing, Implementing, and Evaluating a Tutor Guide for Problem Based Learning Phase II Class Tutors at the Faculty of Medicine, Suez Canal University

Abstract

Background: The Faculty of Medicine, Suez Canal University (FOM-SCU) was established in 1978 to become the first Problem-Based (PBL) school in the Middle East Tutor plays a major role in facilitating PBL sessions, Tutor should be well prepared and have the sufficient knowledge and facilitation skills to effectively facilitate PBL sessions. Aim: The aim of this study was to design, implement, and evaluate a tutor guide for PBL class tutors in phase II at (FOM-SCU) the in order to help tutors facilitate PBL sessions in a competent manner and increase effectiveness of the PBL sessions. Materials and methods: A quasi-experimental, Pre-program/post-program non-equivalent comparison group design was applied in this study. The target population was randomly assigned to intervention and control groups, a total number of 28 tutors in each group. The study passed through three stages: preparatory, design and implementation and evaluation. The data was collected by: needs assessment questionnaire, tutors self-satisfaction questionnaire, student satisfaction questionnaire administered before and after the implementation, questionnaire to assess tutors’ and students’ satisfaction with the developed tutor guide and “what if” mini cases. Results: Needs assessment results shows an urgent need for a tutor guide for some educational blocks. Results also showed improvement of the intervention group performance. The average score for the overall performance of the tutor was (7.67 ± 1.20) in the intervention group compared with the control group (6.54 ± 2.02). Conclusion: The study concluded that implementing a tutor guide increases tutors’ self satisfaction with their performance and enhances students’ satisfaction with tutor performance.