ArticleFrontiers in psychology2026
Students' competencies in Problem-Based Learning influence evaluation of tutors.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
In Problem-Based Learning (PBL), tutors transform from traditional knowledge transmitters into learning facilitators, which renders accurate tutor evaluation essential to the effectiveness of PBL implementation. Nevertheless, it remains underexplored whether students' attitudes toward the PBL methodology exert systematic influences on tutor evaluation outcomes. To address this, a cross-sectional study conducted an online questionnaire survey among 263 medical students from Shandong University to examine the association between students' PBL attitudes and tutor evaluations, as well as the potential mediating role of perceived competency enhancement. The questionnaire collected participants' demographic information and adopted a 5-point Likert scale to assess three core variables: students' attitudes toward PBL, perceived competency enhancement, and tutor evaluation scores. Correlation analysis, hierarchical regression analysis, and structural equation modeling were employed for statistical data analysis. The results indicated that both students' PBL attitudes and perceived competency enhancement were significantly positively correlated with tutor evaluations (
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