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 在各类主流教育学方法论中，基于问题学习（Problem-Based Learning）为教学过程中的各参与主体赋予了全新的角色定位。教师从单一的知识传授者，转变为学习过程的引导者与促进者；而学生的角色也从被动接受者，转变为知识构建活动中的主动参与者。 本研究旨在分析蒙特斯克拉鲁斯州立大学（Montes Claros State University）的导师，对医学生专业表现考评所赋予的意义。本研究属于质性描述性探索研究，研究对象为2009年第二学期，面向大一与大四学生开设的专业内容模块的11名导师。研究采用结构化访谈法收集数据，并依据主题内容分析法对所得结果进行分析与阐释。 受访导师多为女性，均持有专业进修资格与硕士学位；多数导师的周工作时长为40小时。从访谈资料中提炼出以下主题类别：一是影响导师任职决策的因素：机构的邀请与用人需求；二是导师培训情况：仅部分教师接受过专项培训，部分导师通过观摩在岗导师的工作流程获得任职资格；三是对模块结束后学生考评的认知：学生考评工作未得到认真执行，教师与管理人员未参与考评结果的跟进与处理；四是导师对考评的认知与通过内网（Intranet）开展考评的相关情况：研究发现所有受访对象均知晓该考评流程的重要性，但部分教师对学生考评工作缺乏兴趣。 本研究预期成果将有助于改善教师对自身在课程构建与组织中角色的认知，进而助力本课程教学政治项目（Pedagogical Political Project）中所规划的新型医学专业人才培养工作。