Student Perception on Tutor Directiveness and Guiding Skills

The Medical Faculty, Airlangga University initially started the PBL programme in the year 2000. As the tutor’s role in the PBL is different from the teacher’s role in a conventional teaching format, we are aware of the problems in tutor’s shifting behaviour – from teacher to facilitator. The problems are faced by the students as well, that is, in developing self-directed learning. The tutor evaluation has been incorporated right from the beginning of PBL implementation. Thus, in the initial years of the PBL implementation, the assessment was mainly directed toward the facilitator’s function. The questionnaire was used to obtain students’ opinion concerning tutor’s directiveness and guidance skills. Obstacles had arisen when filling and collecting evaluation forms, particularly those coming from the first year students. One of the reasons stated was their inconvenient feeling when they had to score their teachers. The descriptive data showed that most of the tutors were scored fair to excellent (82,1%) but tutors who were scored poor need to be evaluated and taken into consideration when arranging tutor development programme. The non-parametric statistical analysis showed that tutors obtaining the best rank for guiding skills were tutors disposed to devote their time equally between lecturing and discuss ions. We concluded that most of the tutors spent more time to discuss the problems but some failed to direct the discussions to meet the objectives. Having familiar with instructional method for years, it is acceptable that our students think they still need lecturing in transition to self learning method.

並列關鍵字

tutor's role ； guidance skills ； directiveness ； student opinion

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