Expert vs. non-expert tutor in undergraduate medical education : a critical review
Other Title(s)
المعلم الخبير مقابل غير الخبير في التعليم الطبي : مراجعة نقدية
Author
Source
Journal of King Abdulaziz University : Medical Sciences
Issue
Vol. 21, Issue 2 (30 Jun. 2014), pp.29-43, 15 p.
Publisher
King Abdulaziz University Scientific Publishing Center
Publication Date
2014-06-30
Country of Publication
Saudi Arabia
No. of Pages
15
Main Subjects
Topics
Abstract AR
كان الهدف من هذا البحث مراجعة لدراسات تتعلق بموضوع المعلم ذو الخبرة الطبية و تأثيره على تعلم الطلاب التعاوني و على تحصيل الطلاب الدراسي في التعليم الطبي في المرحلة الجامعية.
و أجري استعراض لقواعد البيانات الطبية من ۸۸ مادة ذات صلة و من ثم، تم تحديد ١٥ مادة أصلية لمقارنة الخبراء و المعلمين غير الخبراء.
اتضح لنا أن المعلم ذو الخبرة يتمتع بالعديد من المزايا التي انعكست على الطلاب خلال الحصة الدراسية و بعدها.
ينبغي للمربيين التركيز على تطوير مهارات الأطباء التعليمية ليصبح معلماً أفضل و ليس العكس!
Abstract EN
The objective of this review article was to critically analyze studies discussing tutor subject matter expertise and its effect of students’ collaborative learning and performance in undergraduate medical education.
The debate regarding tutors’ subject matter expertise and its effect on students’ learning puzzled educators.
Problem based learning model-advocates were concerned that tutors, having subject matter expertise, would revert back to familiar lecturing habits and interfere with students’ collaborative learning.
Others showed beneficial results reflected on learning and academic achievement.
A Medline and PubMed databases literature review was conducted.
Out of 88 relevant articles, 15 of them that compare expert and non-expert tutors were identified and reviewed critically.
Literature was not decisive on whether tutors expertise provided beneficial effect (s) on students’ learning.
Few factors played an important role on these conflicting results.
Definition of expertise was not unanimous among articles and measures of effectiveness were different.
Medical schools’ increasing demand for more Problembased learning tutors drove the direction of research into biased route and underestimated related to non-expert tutors.
Viewing the literature critically, tutor subject matter expertise displayed advantages that were reflected on students’ learning sessions and afterwards.
Disadvantages of non-expert tutoring should be highly scrutinized before replacing expert tutoring.
Educators should focus mainly on developing clinicians’ skills to become better teachers / facilitators and nothing else.
American Psychological Association (APA)
al-Khatib, Talal Ahmad. 2014. Expert vs. non-expert tutor in undergraduate medical education : a critical review. Journal of King Abdulaziz University : Medical Sciences،Vol. 21, no. 2, pp.29-43.
https://search.emarefa.net/detail/BIM-556317
Modern Language Association (MLA)
al-Khatib, Talal Ahmad. Expert vs. non-expert tutor in undergraduate medical education : a critical review. Journal of King Abdulaziz University : Medical Sciences Vol. 21, no. 2 (2014), pp.29-43.
https://search.emarefa.net/detail/BIM-556317
American Medical Association (AMA)
al-Khatib, Talal Ahmad. Expert vs. non-expert tutor in undergraduate medical education : a critical review. Journal of King Abdulaziz University : Medical Sciences. 2014. Vol. 21, no. 2, pp.29-43.
https://search.emarefa.net/detail/BIM-556317
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 41-42
Record ID
BIM-556317