How Do Students Evaluate Tutorial Education? I. Introduction of Tutorial Education in a Basic-Medicine Course.

DOI Web Site 2 Citations 4 References
  • FUKUI Yuriko
    Committee of Tutorial Education, Tokyo Women's Medical University
  • ISHIHARA Yoko
    Committee of Tutorial Education, Tokyo Women's Medical University
  • YAMAURA Hisashi
    Committee of Tutorial Education, Tokyo Women's Medical University
  • MATSUDA Ryuko
    Committee of Tutorial Education, Tokyo Women's Medical University
  • HIZUKA Naomi
    Committee of Tutorial Education, Tokyo Women's Medical University
  • OZAKI Makoto
    Committee of Tutorial Education, Tokyo Women's Medical University
  • WATANABE Shinichiro
    Committee of Tutorial Education, Tokyo Women's Medical University
  • KANDA Naotoshi
    Committee of Tutorial Education, Tokyo Women's Medical University
  • OSAWA Makiko
    Committee of Tutorial Education, Tokyo Women's Medical University
  • NARIMATSU Akiko
    Committee of Tutorial Education, Tokyo Women's Medical University
  • ISHIJIMA Masayuki
    Committee of Tutorial Education, Tokyo Women's Medical University
  • TOMA Hiroshi
    Committee of Tutorial Education, Tokyo Women's Medical University
  • TAKAKURA Kintomo
    Committee of Tutorial Education, Tokyo Women's Medical University

Bibliographic Information

Other Title
  • 学生はテュートリアルをどう捉えているか　（１）　　基礎医学教育へのテュートリアルの導入
  • ガクセイ ワ テュートリアル オ ドウ トラエテ イル カ 1 キソ イガク キョウイク エ ノ テュートリアル ノ ドウニュウ
  • I. Introduction of Tutorial Education in a Basic-Medicine Course
  • 基礎医学教育へのテュートリアルの導入

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Abstract

Tokyo Women's Medical University introduced tutorial education in 1990 for 1st-through 4th-year students. To examine the effectiveness of this system in a basic-medicine course, questionnaires were given to all 2nd-year students. Many students felt that they had become accustomed to performing self-learning tasks through collecting information themselves and discussing their findings in a group; in particular, they found that tutorial education markedly improved their communication skills. A few students thought that this method helped them develop the ability of logical/critical thinking and analytic skills from multiple viewpoints. These findings suggest that an assessment system should be established by which students themselves could recognize the extent to which they have developed their abilities, which was the aim of tutorial education.

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