Student Opinions on Factors Influencing Tutorials at Walter Sisulu University, South Africa

• Published in: MEDICC review Vol. 17; no. 3; pp. 13 - 17
• Main Authors: Garí Calzada, Mayra A, Iputo, Jehu E
• Format: Journal Article
• Language: English; Portuguese
• Published: United States Medical Education Cooperation with Cuba 01.07.2015
• Subjects: Adult; Curriculum; Education, Medical, Undergraduate - methods; Female; Focus Groups; Group Processes; Health Policy & Services; Humans; Male; Mentors; Models, Educational; Problem-Based Learning; Program Evaluation; South Africa; Students, Medical - psychology; Problem-based learning; problem-based curriculum; South Africa; active learning; medical education; tutorial groups
• ISSN: 1555-7960; 1527-3172; 1527-3172
• DOI: 10.37757/MR2015.V17.N3.4

INTRODUCTION Problem-based learning harmonized with education in and for the community is the cornerstone of the curriculum for the undergraduate medical degree at Walter Sisulu University, Mthatha, South Africa. In tutorials, students construct knowledge and learn to work collaboratively while interacting with one another in their search for solutions to a pedagogically modeled health issue based on a patient. Problems cover students' needs defined by the learning cycle of the second year medical curriculum, organized into four learning blocks. OBJECTIVES Determine student perspectives on which factors affect tutorial group functioning and detect the reported presence of these factors in the four learning blocks comprising the second year of medical studies at Walter Sisulu University. METHODS Twenty second-year medical students were chosen by stratified random sampling and assigned to two focus groups. One group discussed factors that foster smooth functioning of the tutorial group; the other focused on factors hindering effective group work. Later, in a joint session, 17 items previously identified by both groups were selected and included in a survey given to all 97 students at the end of second year. The survey assessed presence of each item in 0, 1, 2, 3 or 4 of the learning blocks. RESULTS Survey response was 93.8%. Mean reported presence of factors that influenced tutorials in the four learning blocks was 2.71 (SD 0.31) for the social dimension, 3.02 for motivational (SD 0.02), 3.00 for cognitive (SD 0.42), and 2.22 for self-directed learning (SD 0.79). CONCLUSIONS Tutorial group performance at Walter Sisulu University is positively influenced more by motivational and cognitive factors than by social and self-directed learning factors. Social dimensions should be prioritized when training tutors and self-directed learning stressed for students. The poor productivity of extra-tutorial group discussions suggests the need for a critical evaluation of this activity. KEYWORDS Problem-based learning, problem-based curriculum, active learning, medical education, tutorial groups, South Africa.