From: Effectiveness of tutor shadowing on faculty development in problem-based learning
Questionnaire Itema | Mean | SD |
---|---|---|
Facilitation skills | ||
  Q1. Ensure group runs well | 3.94 | 0.62 |
  Q2. Monitor participation | 4.01 | 0.66 |
  Q3. Support group identification of learning needs | 3.92 | 0.68 |
  Q7. Feedback group process | 4.09 | 0.61 |
  Q8. Monitor group cohesion | 3.75 | 0.75 |
  Q16. Observe group not participate | 4.07 | 0.65 |
  Q18. Stimulate prior knowledge | 3.73 | 0.82 |
  Q21. Cultivate respect for group opinions | 3.93 | 0.72 |
  Q22. Monitor group agreement | 3.91 | 0.61 |
  Q23. Evaluate group progress | 3.91 | 0.68 |
  Q24. Model knowledge can change | 4.01 | 0.68 |
  Q25. Support use range of resources | 3.92 | 0.71 |
  Q27. Seek range of alternative solutions | 3.93 | 0.69 |
  Q29. Activate students prior experiences | 3.74 | 0.73 |
  Q30. Seek clarification of ideas | 3.87 | 0.69 |
  Q31. Clarify inconsistencies in problem solving | 3.85 | 0.73 |
  Q32. Encourage consideration of range of issues | 3.96 | 0.76 |
Programme/curriculum knowledge | ||
  Q5. Assess students | 3.69 | 0.71 |
  Q6. Liaise between curriculum team and students | 3.76 | 0.78 |
  Q20. Check learning outcomes are achieved | 3.92 | 0.73 |
Personal qualities | ||
  Q11. Role model | 3.98 | 0.67 |
  Q12. Mentor | 3.88 | 0.73 |
  Q13. Work as colleague in group | 3.81 | 0.73 |
  Q14. Share professional experiences | 4.31 | 0.58 |
  Q17. Evaluate own performance | 3.74 | 0.74 |
Subject-matter expertise | ||
  Q4. Explain misunderstandings in knowledge | 4.04 | 0.61 |
  Q9. Give extra information | 3.87 | 0.65 |
  Q10. Offer content knowledge | 4.01 | 0.59 |
  Q15. Identify learning needs | 3.82 | 0.68 |
  Q19. Identify when problem solving is correct | 3.82 | 0.68 |
  Q26. Provide theory if not identified | 3.88 | 0.73 |
  Q28. Direct problem solving | 3.99 | 0.66 |