Abstract
The aim of this study is to determine students’ and tutors’ perceptions of the role of tutors in problem-based learning sessions, and the relationship between students’ and tutors’ views. An instrument was developed to determine students’ and tutors’ view of the tutor role. All the statements received high scores; sex, year and curricular language had no effect on the results. The differences between the mean values for dimensions in the tutors’ total scores were as statistically significant as were the students’ scores. The correlation between the scores of students and tutors was analyzed and found not to be statistically significant.
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