Abstract
Introduction: Learning behaviors in PBL and team-based learning (TBL) at Mie University Faculty of Medicine have been measured with peer assessments in addition to tutor assessments. The change in class components posed a question on reliability of peer assessments at tutorless sessions in TBL. Methods: Correlations between peer and tutor assessments in the PBL program comprised of tutor and tutorless sessions were analyzed with data from 377 students. The three domains for student’s performance, “self-learning in preparation”, “active participation in group discussion” and “cooperative attitude at group work”, were collected at 4 UNITs with the formal PBL and at 4 UNITs with the mixture of PBL and TBL. Results: No statistically significant difference between peer and tutor assessments was found in all three domains in units with the mixture of PBL and TBL. The correlation analysis between peer and tutor assessments in units with the mixture of PBL and TBL demonstrated strong positive correlations in self-learning in preparation (r=0.62) and in active participation in group discussion (r= 0.63), and a weak positive correlation in cooperative attitude at group works (r=0.35). Discussion: This study revealed that students evaluated their group-peers at the units comprised of both tutor and tutorless sessions similarly to those comprised of only tutor sessions. Peer assessments were well correlated with tutors’ assessment at the units comprised of tutor and tutorless session. Our study suggests that TBL might be expanded in the situation where teaching resource is limited.
Highlights
Learning behaviors in PBL and team-based learning (TBL) at Mie University Faculty of Medicine have been measured with peer assessments in addition to tutor assessments
This study revealed that students evaluated their group-peers at the units comprised of both tutor and tutorless sessions to those comprised of only tutor sessions
Our study suggests that TBL might be expanded in the situation where teaching resource is limited
Summary
Evaluation of learning outcome in medical education should be multifaceted, including knowledge, technique and attitude. The classes were composed of self-learning in preparation for the subsequent group session, small group collaborative learning facilitated by a tutor and case-related lectures The students proceeded their learning with a clinical case-scenario provided every week. The PBL program at Mie University Faculty of Medicine is partially comprised of TBL sessions, where student groups have discussion without tutor’s facilitation. In the PBL tutorial program at Mie University Faculty of Medicine, a student’s performance is evaluated at each UNIT with the score of paper tests, the rating of reports on self-learning, and an attendance rate at PBL/TBL sessions and learning behaviors in PBL/TBL sessions.
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