Do Gender and Place of Residence Affect the Tutorial Scores of Medical Students? A Preliminary Study Conducted in a Private Medical School, Jakarta- Indonesia

Abstract

Introduction: Medical students are future doctor candidates. They must learn about diseases, infectious and non-infectious, during their education period. What the students have to learn is being packaged in integrated blocks. Tutorial is one of the Problem Based Learning (PBL) methods in medical education whose activities are entirely learner-centered. It is a focus group discussion (FGD) based activity, consist of 7-8 students and supervised by one lecturer called tutor who will provide an assessment at the end of each session. The aim of this study is to characterize whether gender and place of residence affect the student’s tutorial score. Methods: This retrospective cross sectional study conducted from April to May 2021 at the Faculty of Medicine, Universitas Kristen Indonesia, Jakarta-Indonesia. All data of active students gathered from education manager office. Simple descriptive statistic operation conducted whenever necessary. Data about place of residence obtained electronically using simple G-form survey. Result and Discussion:  Data comes from 607 active students were eligible for further analysis. Total mean of tutorial score based on their batch (2017, 2018, 2019, 2020): 15.53; 16.24; 15.82 and 15.06. The highest mean tutorial score is 16.34 in the group of female students who live in their own home from the class of 2018 and the lowest score is 14.74 in the group of male student who live in the boarding house from the class 2020. Conclusion: Female students have a higher mean tutorial score compared to male students, and those who live at home with their parents also have a higher average score than those who live in a boarding house, by themselves. As our students become more senior, the better their tutorial scores.