Interactive film scenes for tutor training in problem-based learning (PBL): dealing with difficult situations

BMC Medical Education

Table 1 Acceptance and feasibility and perceived effect of the training

	Items	pre	post	significance
1	I have understood the steps of PBL.	48.80 ± 29.28	81.92 ± 16.00	p < .0001
2	I have understood the role of the tutor in PBL.	46.11 ± 28.89	81.16 ± 15.51	p < .0001
3	I feel well prepared as a PBL tutor.	34.46 ± 26.76	70.28 ± 20.08	p < .0001
4	I feel confident facing problematic situations as a tutor.	36.47 ± 26.25	66.99 ± 21.01	p < .0001
5	I consider PBL to be a didactically valuable method.	61.33 ± 24.84	76.20 ± 20.12	p < .0001
6	The films enhanced my preparedness to respond to the specific challenges of a PBL tutorial.		75.98 ± 19.46
7	The time frame allocated to the films was adequate.		62.94 ± 16.76
8	The overall concept including the films was reasonable		81.62 ± 16.91

Results of the self assessment of N = 109 trainees of three consecutive PBL tutor training courses at our faculty. Data were collected pre-post intervention (items 1-5) and post-intervention (items 6-8; all items visual analogue scales from 100 = completely agree to 0 = completely disagree). Significances are given for the pre-post intervention assessment (items 1-5).