Introduction: Student’s feedback is essential to assess many aspects that compose the learning process in PBL groups, although its relationship with performance is not always clear. This study sought to evaluate PBL groups perception from the student point of view on curriculum contents and tutorial process, and its relationship with performance.
Methods: A total of 428 medical students (48 PBL groups) from 1st to 4th year completed an end of module evaluation (EOM) form containing eleven questions about module content and tutorial process. Mean scores at EOM form and their correlation with the final grades were analyzed in all PBL groups and also, separately, in basic sciences (1st and 2nd years) and clinical medicine (3rd and 4th years) groups.
Results: Scores for questions about tutoring process were higher than those for module content. In basic sciences PBL groups, scores for curriculum content comprehension and self-study were lower as compared to clinical medicine groups (2.6 vs 3.3, p<0,01 and 3.4 vs 3.7, P<0,01; respectively). Final grades were negatively correlated to faculty resources (r=-314; p=0.036). Groups with higher scores (Likert scale ≥4) for acknowledgement of content relevance and self-study presented better final grades than those reporting lower scores for these questions (7.8 vs 7.5, p=0.013 and 8.1 vs 7.7, p=0.025; respectively).
Conclusion: Medical students-had better perceptions of PBL process as compared to curriculum content, although the former was not predictive of performance. Basic science PBL groups had impaired perceptions on the recognition of curriculum relevance on medical education and adequacy of self-study.

Perceptions about tutoring process and curriculum contents among PBL groups of medical students: Does it impact on final grades?

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)