PMID- 21546600
OWN - NLM
STAT- MEDLINE
DCOM- 20110712
LR  - 20191210
IS  - 1930-7837 (Electronic)
IS  - 0022-0337 (Linking)
VI  - 75
IP  - 5
DP  - 2011 May
TI  - Evaluation of a new assessment tool in problem-based learning tutorials in dental 
      education.
PG  - 665-71
AB  - The Harvard School of Dental Medicine (HSDM) uses a hybrid problem-based learning 
      (PBL) approach to teaching in the D.M.D. curriculum. Each tutorial group at HSDM 
      is made up of eight to ten students. The objective of this study was to examine 
      the performance of the students in the tutorial sessions as assessed by the 
      tutor. A total of ten tutorial blocks led by twenty-four tutorial leaders were 
      completed at HSDM between summer 2008 and fall 2009. All of the tutors were 
      calibrated to a new assessment system that was developed for student assessment 
      in the tutorials. The students were assessed on three major domains: knowledge 
      acquisition, problem-solving and analytical thinking skills, and personal and 
      interpersonal development. The tutors evaluated the students assigned to their 
      group after the end of each block. Students also filled out a self-assessment 
      form. Simple descriptive statistics were used to summarize the evaluations of the 
      tutors. A total of 290 student evaluations from ten tutorial blocks were 
      available for analysis. Tutors reported that 64 percent of the students preferred 
      to communicate verbally without prompting and 68 percent of students submitted 
      written reports to the groups during tutorial sessions. Tutors reported that a 
      majority of students brought new information to each tutorial session (86.5 
      percent), brought information that facilitated others' learning (88.7 percent), 
      integrated newly acquired knowledge with previous knowledge (92.7 percent), 
      applied knowledge from self-study to explain issues during case discussions (91.7 
      percent), asked appropriate questions to stimulate discussions (87.3 percent), 
      generated hypotheses to explain problems under discussion (83.8 percent), 
      evaluated the hypotheses in light of available evidence (85.5 percent), defined 
      and took responsibility for learning goals and objectives (89.3 percent), 
      responded well to criticism (91.7 percent), took a leadership role (74.5 
      percent), and demonstrated sensitivity to psychosocial issues (88.6 percent). 
      Student communication that tended to take over the group process in a 
      non-contributory manner was reported in only 2 percent of the evaluations. 
      Overall, students participating in PBL tutorial sessions appear to exhibit 
      problem-solving and analytical thinking skills and personal and interpersonal 
      attributes.
FAU - Allareddy, Veerasathpurush
AU  - Allareddy V
AD  - Department of Developmental Biology, Harvard School of Dental Medicine, 188 
      Longwood Avenue, Boston, MA 02115, USA. VA15@hsdm.harvard.edu
FAU - Havens, Aaron M
AU  - Havens AM
FAU - Howell, T Howard
AU  - Howell TH
FAU - Karimbux, Nadeem Y
AU  - Karimbux NY
LA  - eng
PT  - Evaluation Study
PT  - Journal Article
PL  - United States
TA  - J Dent Educ
JT  - Journal of dental education
JID - 8000150
SB  - IM
MH  - Boston
MH  - Education, Dental/*methods
MH  - Educational Measurement/*methods/statistics & numerical data
MH  - *Group Processes
MH  - Humans
MH  - Interpersonal Relations
MH  - *Mentors
MH  - Problem Solving
MH  - *Problem-Based Learning/methods
MH  - Prospective Studies
MH  - Retention, Psychology
MH  - Schools, Dental
MH  - Thinking
EDAT- 2011/05/07 06:00
MHDA- 2011/07/13 06:00
CRDT- 2011/05/07 06:00
PHST- 2011/05/07 06:00 [entrez]
PHST- 2011/05/07 06:00 [pubmed]
PHST- 2011/07/13 06:00 [medline]
AID - 75/5/665 [pii]
PST - ppublish
SO  - J Dent Educ. 2011 May;75(5):665-71.