摘要：Background:We investigated three specific research purposes: (1) To assess the performance of tutors in guiding problem-based learning groups after participating in the tutor training program (TTP); (2) to examine the differences between tutors’ performance in related factors, including the tutors’ gender and education level; (3) to determine the tutors’ reaction to and learning from TTP.Methods:This mixed method, concurrent triangulation study was carried out at Tehran University of Medical Sciences, School of Medicine in 2015. The participants included 22 students of medicine as tutor and 240 newly admitted students as tutee. After training, each tutor was assigned to a group of 10 members (a total of 22 groups) (n = 240) at a PBL session. Based on the Kirkpatrick's model, the tutors’ reaction to and learning from the TTP were evaluated using a peer evaluation form. Furthermore, utilizing the field note record form, their performance was recorded by an expert external observer.Results:There was no evidence of difference in tutors’ performance between men and women. The median was 13.37 (13.16 - 13.90) for men and 13.40 (12.37 - 13.48) for women, P = 0.89. We found no difference in tutors’ performance based on the level of education using the Kruskal- Wallis test (χ2= 1.84, DF = 2, P = 0.39). Analysis of the field notes showed 4 main themes.Conclusions:The performance of men is as good as women in tutoring. Furthermore, junior students perform the same as senior students. Four main themes of tutors’ performance in PBL session were “helping to learn how to apply basic science”, “deep learning enhancement”, “group dynamics creation” and “interest in the field of education”.
