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Do Tutor Expertise and Experience Influence Student Performance in a Problem-Based Curriculum?
- Source :
- Journal of Dental Education. 71:819-824
- Publication Year :
- 2007
- Publisher :
- Wiley, 2007.
-
Abstract
- The purpose of this study was to evaluate the association between student performance and tutor expertise and experience in the Restorative Treatment course in a problem-based learning (PBL) dental curriculum. This retrospective study evaluated a cohort of 206 third-year dental students at Harvard School of Dental Medicine who were enrolled in the Restorative Treatment course between 2000 and 2005. Tutor expertise in prosthodontics and prior tutoring experience were measured against student performance in five areas: 1) tutorial session, 2) midterm examination, 3) final examination, 4) preclinical laboratory, and 5) overall cumulative course grade. Student performance in each of the five areas measured against combinations of tutor subject matter expertise and tutoring experience level showed no statistically significant difference between the groups in the overall course grade. However, student performance in the expert group showed a significant difference in the final examination compared to the nonexpert group (p
- Subjects :
- Educational measurement
Medical education
medicine.medical_treatment
education
Retrospective cohort study
General Medicine
Final examination
Subject-matter expert
Problem-based learning
medicine
Mathematics education
Psychology
Prosthodontics
TUTOR
computer
Problem based curriculum
computer.programming_language
Subjects
Details
- ISSN :
- 00220337
- Volume :
- 71
- Database :
- OpenAIRE
- Journal :
- Journal of Dental Education
- Accession number :
- edsair.doi...........f2427ac901187b24c5c44fcd2dbdc9ae