Tutor and students’ perceptions of tutorial assessment: A qualitative study in an Indonesian medical school

Abstract

Background: The tripartite framework suggests that problem-based learning (PBL) tutorial assessment should balance its summative and formative function, an ideal outcome that depends heavily on users’ understanding. However, to what extent this assessment tool is actually understood remains uncertain.

Objective: This study aimed to explore tutor and students’ perceptions of a PBL tutorial assessment tool and its implementation in terms of its summative and formative function.

Methods: Data were collected through focus group discussions (FGD). Four FGDs were conducted, 1 with tutors and 3 with undergraduate students from each year, recorded, and transcribed. A thematic analysis was used to identify key themes emerging from the discussions.

Results: Four main themes were defined based on qualitative data from FGDs, including acceptance and knowledge of the assessment tool, its impact on students learning (formative function), as well as concerns and challenges of its implementation (summative function). Although tutors and students generally accept the existing tutorial assessment, their conceptualization of its purpose is predominantly summative. The study identified limited assessment literacy among participants which, together with factors such as use of repeated scenarios, can influence both the summative and formative functions of tutorial assessments.

Conclusion: This study provides insights into the perceptions and experiences of tutors and medical students regarding the implementation of tutorial discussion assessments. Gaining insights into their viewpoints can lead to improvements like updating tutorial case scenarios reforming tutorial rubrics and tutor training, and separating feedback sessions from grading.