Improving Tutor Feedback in Problem-Based Learning With a Web-Based Training Module

• In Event: Does Feedback in Problem-Based Learning Enhance Student Learning?

Abstract

1. Objectives

One critical skill PBL faculty need to know is how to give feedback (Farmer, 2004; Gijselaers, 1996; Grand'Maison & Des Marchais, 1991; Maudsley, 2002; Murray & Savin-Baden, 2000; Silver & Wilkerson, 1991). Student ratings of PBL faculty at DGSOM UCLA reveal feedback is limited and variable. Lack of faculty development on giving feedback may be a cause. This study was designed to determine if teaching behaviors of PBL faculty, including providing feedback, improved after completing an online training module.


2. Theoretical Framework

With 70% of U.S. medical schools adopting problem-based learning curricula (Kincade, 2005) the number of faculty in need of training has grown. Training faculty to conduct first and returning PBL sessions, which includes providing students with feedback, is vital to the success of any PBL curriculum (Savin-Baden, 2003). Elizabeth Farmer (2004) posits, “it is essential, when undertaking a problem-based approach, for academic staff to be given the opportunity to revisit and refresh skills critical to this form of teaching” (p. 59). However, providing those opportunities poses a challenge for many institutions struggling with time and resource constraints. Web-based education has been used and studied widely to address this problem and close this “training gap” (Talley, 2001).


3. Method

This study consists of a faculty pre self-evaluation of teaching effectiveness, an online training intervention and post-course interviews. Also included in this study are student evaluations of PBL faculty and two student focus groups. Faculty ratings were compared for those who participated in the online training, and those who did not.


4. Data Sources and Materials

Fifteen PBL faculty (all from the same course) participated in the study. Seven completed the online module. A subset of faculty were interviewed. Student ratings of faculty were collected and compared. Two student focus groups (students with faculty who did the module and students with faculty who did not do the module) were also conducted.

5. Results and Conclusions

The faculty pre-evaluation self-assessment revealed 25% were not effective at giving feedback, and no faculty rated themselves as highly effective. Faculty said the online training module was time-efficient, easy-to-use and relevant to their teaching needs. A Chi Square test was used to compare ratings of faculty completing the online module with those who did not. Descriptive analysis showed an increase on the feedback question only -- the tutor (faculty) provided useful feedback to the students, individually and as a group during Friday’s session -- although not statistically significant (M=4.4, SD=.35, M=4.2, SD=.64). Student focus group data also confirmed the amount and quality of feedback increased for those who were paired with faculty who completed the module.

6. Scientific Significance

Results of this study indicate an online PBL training module may be a promising method for training busy faculty and resources-strapped institutions. Faculty satisfaction outcomes were high and students reported a notable increase in the quantity and quality of the feedback they received. More research needs to be done in this area to make broader conclusions.

Authors

• Tatum Langford Korin, University of California - Los Angeles

• David Geffen, University of California - Los Angeles