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The relationship between professional behaviour grades and tutor performance ratings in problem-based learning.
Med Educ. 2006 Feb; 40(2):180-6.ME

Abstract

PURPOSE

We investigated the influence of harsh grading by tutors on tutor performance rating by students.

METHODS

A total of 187 tutors assessed students' professional behaviour in tutorial groups. Students rated tutor performance after receiving their grades for professional behaviour. In addition, students were asked to indicate whether they perceived their professional behaviour grades as too positive, adequate or too negative. This was considered to reflect tutors' harshness of grading. Students also rated the quality of the feedback they received from tutors with respect to their grades.

RESULTS

Professional behaviour grades that students perceived as too negative, adequate or too positive were associated with tutor performance ratings of 7.4 (SD = 0.9, scale 1-10, n = 33), 7.7 (SD = 0.9, scale 1-10, n = 95) and 7.5 (SD = 0.8, scale 1-10, n = 59), respectively. Harshness of grading did not influence tutor performance ratings significantly. Tutor ratings were predicted more effectively by the quality of the feedback tutors provided on grades than by the harshness of grading.

CONCLUSIONS

Tutor performance ratings were not related significantly to harshness of grading. Two explanations can be given: (1) tutor performance ratings were based on rating by groups of students and (2) the percentage of tutors who rated students' professional behaviour as unsatisfactory was low. The strong relationship between tutor performance ratings and the adequacy of the feedback given by tutors suggests that the tutor performance ratings collected in this study are a valid measure of the quality of their teaching, although, for a full picture of teaching quality, more measures will be needed.

Authors+Show Affiliations

Dolmans DH
University of Maastricht, Department of Educational Development and Research, Maastricht, Netherlands. d.dolmans@educ.unimaas.nl
Luijk SJ
No affiliation info available
Wolfhagen IH
No affiliation info available
Scherpbier AJ
No affiliation info available

MeSH

Analysis of VarianceAttitude of Health PersonnelEducation, Medical, UndergraduateEducational MeasurementInterprofessional RelationsNetherlandsPerceptionProblem-Based LearningProfessional CompetenceStudents, MedicalTeaching

Pub Type(s)

Journal Article

Language

eng

PubMed ID

16451247

Citation

Dolmans, Diana Hjm, et al. "The Relationship Between Professional Behaviour Grades and Tutor Performance Ratings in Problem-based Learning." Medical Education, vol. 40, no. 2, 2006, pp. 180-6.
Dolmans DH, Luijk SJ, Wolfhagen IH, et al. The relationship between professional behaviour grades and tutor performance ratings in problem-based learning. Med Educ. 2006;40(2):180-6.
Dolmans, D. H., Luijk, S. J., Wolfhagen, I. H., & Scherpbier, A. J. (2006). The relationship between professional behaviour grades and tutor performance ratings in problem-based learning. Medical Education, 40(2), 180-6.
Dolmans DH, et al. The Relationship Between Professional Behaviour Grades and Tutor Performance Ratings in Problem-based Learning. Med Educ. 2006;40(2):180-6. PubMed PMID: 16451247.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - The relationship between professional behaviour grades and tutor performance ratings in problem-based learning. AU - Dolmans,Diana Hjm, AU - Luijk,Scheltus J, AU - Wolfhagen,Ineke Hap, AU - Scherpbier,Albert Jja, PY - 2006/2/3/pubmed PY - 2006/4/12/medline PY - 2006/2/3/entrez SP - 180 EP - 6 JF - Medical education JO - Med Educ VL - 40 IS - 2 N2 - PURPOSE: We investigated the influence of harsh grading by tutors on tutor performance rating by students. METHODS: A total of 187 tutors assessed students' professional behaviour in tutorial groups. Students rated tutor performance after receiving their grades for professional behaviour. In addition, students were asked to indicate whether they perceived their professional behaviour grades as too positive, adequate or too negative. This was considered to reflect tutors' harshness of grading. Students also rated the quality of the feedback they received from tutors with respect to their grades. RESULTS: Professional behaviour grades that students perceived as too negative, adequate or too positive were associated with tutor performance ratings of 7.4 (SD = 0.9, scale 1-10, n = 33), 7.7 (SD = 0.9, scale 1-10, n = 95) and 7.5 (SD = 0.8, scale 1-10, n = 59), respectively. Harshness of grading did not influence tutor performance ratings significantly. Tutor ratings were predicted more effectively by the quality of the feedback tutors provided on grades than by the harshness of grading. CONCLUSIONS: Tutor performance ratings were not related significantly to harshness of grading. Two explanations can be given: (1) tutor performance ratings were based on rating by groups of students and (2) the percentage of tutors who rated students' professional behaviour as unsatisfactory was low. The strong relationship between tutor performance ratings and the adequacy of the feedback given by tutors suggests that the tutor performance ratings collected in this study are a valid measure of the quality of their teaching, although, for a full picture of teaching quality, more measures will be needed. SN - 0308-0110 UR - https://www.unboundmedicine.com/medline/citation/16451247/The_relationship_between_professional_behaviour_grades_and_tutor_performance_ratings_in_problem_based_learning_ DB - PRIME DP - Unbound Medicine ER -