Do Tutor Expertise and Experience Influence Student Performance in a Problem‐Based Curriculum?

Abstract

The purpose of this study was to evaluate the association between student performance and tutor expertise and experience in the Restorative Treatment course in a problem-based learning (PBL) dental curriculum. This retrospective study evaluated a cohort of 206 third-year dental students at Harvard School of Dental Medicine who were enrolled in the Restorative Treatment course between 2000 and 2005. Tutor expertise in prosthodontics and prior tutoring experience were measured against student performance in five areas: 1) tutorial session, 2) midterm examination, 3) final examination, 4) preclinical laboratory, and 5) overall cumulative course grade. Student performance in each of the five areas measured against combinations of tutor subject matter expertise and tutoring experience level showed no statistically significant difference between the groups in the overall course grade. However, student performance in the expert group showed a significant difference in the final examination compared to the nonexpert group (p<0.05). Also, students in the group consisting of expert tutors with no experience performed better on the final examination compared to those students who had expert tutors with experience (p<0.05). The results indicate that overall student performance in the problem-based Restorative Treatment course is not affected by tutor expertise or prior tutoring experience.