Teaching styles of tutors in a problem-based curriculum: students' and tutors' perception

Abstract

This study compared the self-rated with student-rated teaching styles of PBL tutors. We also examined the relationship between teaching styles of tutors' and students' evaluation of tutor effectiveness in tutorials. The study included 48 tutors and 276 medical students. Tutors, and students' were given a teaching style inventory with a 5-point scale consisting of 21 items that comprise four domains of teaching styles (facilitative, collaborative, suggestive and assertive). In addition, quantitative and qualitative evaluations of tutor effectiveness by students were analyzed. Tutors perceived themselves in the facilitative–collaborative end of the spectrum of styles In contrast, students perceived tutors as less ‘facilitative–collaborative’ and more ‘suggestive–assertive’ than tutors self-ratings (p < 0.001). In addition, the difference in perception between students and tutors ratings in the facilitative–collaborative domains was more evident as students progressed in the PBL curriculum. The students’ ratings of the effectiveness of tutors correlated more strongly with facilitative–collaborative than with suggestive–assertive domains of teaching styles. However, other tutor attributes such as establishing rapport with students, providing academic help for them and having content expertise were considered important criteria of an effective tutor. We conclude that there is a mismatch between students' and tutors' perceptions about teaching styles of tutor. Tutor attributes other than teaching styles are important determinants of an effective tutor.

Additional information

Notes on contributors

Salah Kassab

SALAH KASSAB, MD, PhD, is an Associate Professor of Physiology and Chairman of the Curriculum Committee, College of Medicine and Medical Sciences, Arabian Gulf University.

Qasim Al-Shboul

QASIM AL-SHBOUL, MSc, PhD, is an Associate Professor of Biostatistics in the Department of Community & Family Medicine, College of Medicine and Medical Sciences, Arabian Gulf University.

Marwan Abu-Hijleh

MARWAN F. ABU-HIJLEH, MD, PhD, is an Associate Professor of Clinical Anatomy and Chairman of the Pre-clerkship Phase, College of Medicine and Medical Sciences, Arabian Gulf University.

Hossam Hamdy

HOSSAM HAMDY, MD, MCh, FRCS, FACS, PhD (Med Edu) is a Professor of Surgery and the Dean and Director of the Master Program in Medical Education, College of Medicine and Medical Sciences, Arabian Gulf University.