The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum
Bibliographic Data
| ID | 15328102 |
|---|---|
| Authors | Jonas I Addae (University of the West Indies, corresponding author), Pradeep Kumar Sahu (0000-0001-7910-9399, University of the West Indies), Pradeep Sahu (University of the West Indies), Bidyadhar Sa (0000-0001-8702-7641, University of the West Indies) |
| Year | 2017 |
| Volume | 22 |
| Issue | 1 |
| Pages | 1270626-1270626 |
| Publication date | 2017-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education Online (JOURNAL) |
| Journal identifiers | ISSN: 1087-2981 • E-ISSN: 1087-2981 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10872981.2017.1270626 |
| PMID | 28178915 |
| OpenAlex | W2583009450 |
| Language | EN |
| References cited | 28 |
The monitoring instrument is a useful tool for improving the PBL process, especially where the medical programme depends on non-expert PBL tutors. In addition to ensuring good PBL processes, it is important that students achieve the desired output at PBL tutorials by producing hypotheses that help them understand the basic sciences underlying the clinical cases. The latter is achieved by the use of an open-ended rubric by a subject expert to assign marks to the hypotheses, a method that also provides additional motivation to students to develop relevant and detailed hypotheses
Curriculum · Mathematics education · Medical education · Pedagogy · Problem-based learning · Process (computing · Quality (philosophy · Reliability (semiconductor · Rubric · Computer Science · Education and Critical Thinking Development · Innovations in Medical Education · Medicine · Problem and Project Based Learning · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |