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Korean J Med Educ > Volume 17(1); 2005 > Article
Korean Journal of Medical Education 2005;17(1): 37-47. doi: https://doi.org/10.3946/kjme.2005.17.1.37
문제바탕학습에서 튜터평가는 시험이 측정하는 것과는 다른 학습의 양상을 측정하고 있는가?
김지영, 손희정, 김주희, 홍경표
성균관대학교 의과대학 의학교육실
Does Tutor Evaluation in the PBL Course Assess Different Aspects of Learning from What Written Examination Assesses?
Ji Young Kim, Hee Jung Son, Ju Hui Kim, Kyung Pyo Hong
Office of Medical Education, Sungkyunkwan University School of Medicine, Korea.
Corresponding Author: Kyung Pyo Hong, Tel: 02)3410-6847/3411, Fax: 02)3410-6820, Email: kphong@smc.samsung.co.kr
PURPOSE: This study was aimed to examine whether tutor evaluation in the PBL course assesses different aspects of learning from what written examination assesses. METHODS: 89 medical students were assessed by Self-Directed Learning Readiness Scale (SDLRS) and Learning Orientation Scale (LOS) in March 2004. Their tutor evaluation and written examination scores in the 1st semester of 2004 PBL units were collected in August 2004. Data analyses were conducted using t-test, correlation analysis, and linear regression. RESULTS: SDLRS scores were significantly correlated with tutor evaluation scores, but not with written examination scores. Both schoolwork orientation and academic orientation scores on LOS were significantly associated with tutor evaluation and written examination scores. Tutor evaluation scores were explained significantly by all predictors, such as SDLRS, schoolwork orientation, and academic orientation scores. However, written examination scores were explained significantly by academic orientation only. CONCLUSIONS: Tutor evaluation in the PBL assessed student self-directed learning readiness and academic orientation, but written examination did not. The findings show a crucial possibility that tutor evaluation may overcome shortcomings of the written examination.
Keywords: Undergraduate medical education;Problem-based learning;Educational assessment;Psychological tests;Regression analysis
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