Student satisfaction with the tutors of the Knowledge Integration Project: Comparison between tutors with and without previous experience

Abstract

Introduction: The tutor teacher plays a crucial role in higher education, requiring the acquisition of skills and aptitudes to stimulate student knowledge construction. Based on the comprehensive model of academic tutoring, the tutor teacher's performance is essential for the effective teaching-learning process.

Objective: To compare student satisfaction with tutors in the Knowledge Integration Project, distinguishing between those with and without prior experience in the methodology. 

Method: A cross-sectional study was conducted using secondary data. The population consisted of first- and second-semester students in the Obstetrics degree. A Bayesian analysis was performed using ordinal models to compare the perceptions of three groups of tutors in different situations. 

Results: Significant differences were found in the perception of tutor teachers' skills and attitudes related to prior experience in tutoring. No differences were observed in basic teaching competencies across any of the groups.

Conclusion: Students' perceptions of tutor teachers' skills and attitudes are positive in the context of a new teaching-learning methodology implemented in the Obstetrics degree. Prior experience as a tutor improves the perception of teaching performance.