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Table 1 Questionnaire items and mean ratings of the self-rated confidence of tutors before tutor-shadowing (TS)

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

  1. aItems were adopted from the questionnaire proposed by Slattery and Douglas (2014) [17]