Tutors’ Perception of their Assessment by Students of a Medical Course

ABSTRACT Among the active pedagogical methodologies, Problem-Based Learning provides new roles to the agents of the teaching-learning processes. The teacher passes from the role of single knowledge holder to facilitator of the learning process. On the other hand the student’s role also changes from passive subject to active participant in this knowledge construction. This study aimed at analyzing the meaning given by tutors to assessments made by medicine students at Montes Claros State University on their professional performance. It is a qualitative, descriptive and exploratory study, the subjects of which were 11 tutors of the Content Specific Module of first and fourth year students in the second semester of 2009. We used structured interviews to collect data, the results of which were analyzed and interpreted according to thematic content analysis. The tutors were mostly female who held a specialization qualification and master’s degree; the predominant working week was 40 hours. The following thematic categories were derived from the interviews: aspects that influenced the decision to work as a tutor: invitations from and needs of the institution; tutor training: only some teachers received training, some became tutors through observing other tutors at work; awareness of the student assessment at the end of each module: the student assessment is not performed in a committed manner; teachers and managers do not engage in the results; and finally the categories of how the tutors conceive the assessment and perceive it via the Intranet: it was observed that all the subjects are aware of the importance of such a process, but some teachers are not interested in the student assessments. It is expected that the results will contribute to improving teachers’ view of their role in building and organizing the curriculum and, consequently, in the training of new medical professionals, as set out in the Pedagogical Political Project for this course.

摘要：在主流积极教学法中，基于问题学习（Problem-Based Learning）为教学活动的各参与主体赋予了全新角色。教师从单一的知识传授者转变为学习过程的引导者；与此同时，学生的角色也从被动接受者转变为知识建构过程中的主动参与者。本研究旨在分析蒙特斯克拉鲁斯州立大学（Montes Claros State University）医学专业学生针对自身专业表现所提交的评估中，导师对此赋予的解读意义。本研究属于定性描述性探索性研究，研究对象为2009年第二学期中，负责一年级与四年级学生专业内容模块教学的11名导师。研究采用结构化访谈法采集数据，并依据主题内容分析法对所得结果进行分析与阐释。受访导师以女性为主，均持有专业资格证书与硕士学位，多数导师的周工作时长为40小时。从访谈中提炼出以下主题类别：影响导师任职决策的因素：院校的邀请与需求；导师培训情况：仅部分教师接受过相关培训，部分导师通过观摩在岗导师的工作流程获得任职资格；模块结束后学生评估的落实情况：学生评估未得到认真执行；教师与管理者未关注评估结果；以及导师对评估的认知与通过内部网（Intranet）获取评估相关信息的方式：调研发现所有受访者均认可该评估流程的重要性，但部分教师对学生评估工作缺乏兴趣。本研究期望所得结果能够助力教师转变对自身在课程构建与组织中的角色认知，进而如该课程的教学政治纲领（Pedagogical Political Project）所阐述的那样，推动新一代医学专业人才的培养工作。