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Evaluation of Problem-Based Learning Tutors from Students’ Perspective

Since the evolvement of the problem-based curriculum as a complementary or a substitute to the comprehensive learning methods that had been followed for decades, few factors were acknowledged to be crucial in accomplishing a successful problem-based environment; among which are the tutors or the facilitators. The role of the tutor/facilitator has been subjected to debate for a long time, and though it is difficult to define, medical educators often declined the referral to the facilitator as a “tutor” as they argue that the conducting person must be a group facilitating expert rather than an educator. To monitor and assess the newly-born and developing process, series of feedbacks evaluating the roles and performances of facilitators and that particular learning method are conducted every now and then. This study is conducted in Cyberjaya University College of Medical Sciences (CUCMS) throughout Semesters 3 and 4 of the second-year medical program. PBL tutors‟ levels of knowledge, skills, and attitude are observed and coded. The total number of assessed facilitators being observed comprises 24 lecturers. The number of students involved in this study totals 86 students. Collectively, each facilitator has been evaluated on average for 32 times. Students led by knowledgeable, skilled facilitators have expressed higher levels of satisfaction. However, we are trying to review this evaluation process from a medical educator‟s prospect in an attempt to conclude whether it is significant for the conductor role to be that of a content expert rather than as a mere group learning facilitator.