IMPLEMENTATION OF SUMMATIVE ASSESSMENT IN PBL TUTORIALS: CULTURAL PERSPECTIVES

Umatul Khoiriyah; Chris Roberts

doi:10.22146/jpki.35554

IMPLEMENTATION OF SUMMATIVE ASSESSMENT IN PBL TUTORIALS: CULTURAL PERSPECTIVES

https://doi.org/10.22146/jpki.35554

Umatul Khoiriyah^(1*), Chris Roberts⁽²⁾

(1) Fakultas Kedokteran Universitas Islam Indonesia, Yogyakarta - INDONESIA
(2) Sydney Medical School The University of Sydney, Sydney - AUSTRALIA
(*) Corresponding Author

Abstract

Background: Problem-based learning was developed firstly in western country which is dominated by western culture. The benefits of PBL implementaion in Eastern culture such as Asia have been studied. Many innovations have been developed to optimise the advantages of PBL on students learning in Asian countries. Faculty of Medicine Islamic University of Indonesia (FM IUI) has made an innovation by applying summative assessment in PBL tutorials. This study aims to evaluate the positive and negative effects of summative assessment in PBL tutorials based on a cultural perspective and to know whether this inovation could support students learning in PBL tutorials.

Method: The research was conducted qualitatively through semi-structure interview among 10 students and tutors of FM IUI , who have at least one year experience in PBL tutorials. Data was analysed thematically using Hofstede’s cultural dimension.

Results: Ten themes that were distributed into 4 cultural dimensions were captured from the data. It consisted of Power distance ( 2 themes), uncertainty avoidance (3 themes), Individualism vs collectivism ( 2 themes), short orientation vs long orientation ( 2 themes). Summative assessment were able to stimulate student to participate actively in tutorial, to have willingness conducting self-improvement and the need of feedback from tutor. On the other hand, this assessment induced the students to be a score oriented. It also reduced group harmonisation.Supporting factors such as case design, tutor capability and students’ understanding about PBL need to be considered.

Conclusion: Summative assessment in PBL tutorials has both positive and negative impacts on the quality of tutorial process. It could support students learning in some aspects, however; it also reduce the quality of tutorial process. To minimise the negative effects, supporting factors should be optimised. Faculty should also consider other innovations that are more appropriate with Eastern culture and PBL characteristics.

Keywords

Summative assessment, PBL tutorials, Hofstede framework

Full Text:

PDF

References

Choon-Eng Gwee M. Globalization of Problem-based Learning (PBL): Cross-cultural Implications. Kaohsiung Journal of Medical Sciences. 2008; 24(3): S14-S22.
Frambach JM, Driessen EW, Chan L-C, van der Vleuten CPM. Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning. Medical Education. 2012; 46(8): 738-47.
Dolmans D, Schmidt HG. The problem-based learning process. In: Van Berkel HJM, Scherpbier H, Hillen H, Van der Vleuten C, editors. Lessons from problem-based learning. New York: Oxford University Press; 2010.
Schmidt HG. Problem-based learning: An introduction. Instructional Science. 1994;22(4):247-50.
Choi I, Tae-Lee J, Rhee BD, Ju H. Challenges Experienced by Korean Medical Students and Tutors During Problem-Based Learning: A Cultural Perspective. Interdisciplinary Journal of Problem-Based Learning. 2016;10(1).
Hofstede G. Culture's consequences: Comparing values, behaviors, institutions and organizations across nations. Thousands Oak CA: Sage publications; 2003.
Hofstede G. Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture. 2011; 2(1).
Frambach JM, Driessen EW, Beh P, van der Vleuten CPM. Quiet or questioning? Students' discussion behaviors in student-centered education across cultures. Studies in Higher Education. 2014;39(6):1001-21.
Davis MH, Harden RM. AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide. Medical Teacher. 1999;21(2):130-40.
Schmidt HG. Problem-based learning: rationale and description. Medical education. 1983;17(1):11-6.
Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006; 3(2): 77 -101.
Cilliers FJ, Schuwirth LW, Adendorff HJ, Herman N, van der Vleuten CP. The mechanism of impact of summative assessment on medical students' learning. Advances In Health Sciences Education: Theory And Practice. 2010; 15(5): 695-715.
Al-Kadri HM, Al-Moamary MS, Roberts C, Van der Vleuten CPM. Exploring assessment factors contributing to students' study strategies: literature review. Medical Teacher. 2012; 34 (Suppl 1): S42-S50.
Khoo HE. Implementation of problem-based learning in Asian medical schools and students' perceptions of their experience. Medical Education. 2003; 37(5): 401-9.
Smith PB. Communication styles as dimensions of national culture. Journal of Cross-Cultural Psychology. 2011; 42(2): 216–33.
Andrade H, Valtcheva A. Promoting learning and achievement through self-assessement. Theory Into Practice. 2009; 48(1): 12-9.
Loyens SMM, Rikers, RMJ, & Schmidt HG. Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science. 2008; 36(5/6): 445-62.
Dolmans DHJM, Snellen-Balendong H, van der Vleuten CPM. Seven principles of effective case design for a problem-based curriculum. Medical teacher. 1997; 19(3): 185-9.
Moust JHC. The role of tutor. In: Berkel HJMV, Scherpbier H, Hillen H, Van der Vleuten C, editors. Lessons from problem-based learning. Oxford: Oxford University Press; 2010.