Students and tutors' social representations of assessment in problem-based learning tutorials supporting change |
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Authors: | Valdes R Bollela Manoel HC Gabarra Caetano da Costa Rita CP Lima |
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Affiliation: | (1) Medical Education Department, Universidade Cidade de S?o Paulo (UNICID) School of Medicine, S?o Paulo, Brazil;(2) Medical Informatics Department, Universidade de Ribeir?o Preto School of Medicine, Ribeir?o Preto, Brazil;(3) School of Medicine, Universidade de Ribeir?o Preto (UNAERP), Ribeir?o Preto, Brazil;(4) Education Department, Universidade Est?cio de S?, Rio de Janeiro, Brazil |
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Abstract: | Background Medical programmes that implement problem-based learning (PBL) face several challenges when introducing this innovative learning method. PBL relies on small group as the foundation of study, and tutors facilitate learning by guiding the process rather than teaching the group. One of the major challenges is the use of strategies to assess students working in small groups. Self-, peer- and tutor-assessment are integral part of PBL tutorials and they're not easy to perform, especially for non experienced students and tutors. The undergraduate PBL medical programme was introduced in 2003, and after two years the curriculum committee decided to evaluate the tutorial assessment in the new program. |
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