Abstract
This study identified the characteristics of effective tutors in a problem‐based learning (PBL) educational setting. Forty‐four junior medical students participated in two 6‐week PBL groups and evaluated their tutors based on a list of 12 characteristics. Statistical analyses of the students’ responses revealed that faculty members differed significantly in their possession of tutor skills, in the way they carried out the tutor skills, and in their performance of group‐management skills. Tutors were rated highest on participation in the sessions, enthusiasm, and level of comfort outside their area of expertise. They were rated lowest on providing feedback to the group and promoting psychosocial issues. The results indicate that students are highly satisfied with overall tutor performance despite significant differences among tutors. Two important characteristics of the effective tutor were identified: (a) helping students identify important issues and (b) providing feedback to students while encouraging f...
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