Do tutor expertise and experience influence student performance in a problem-based curriculum?

The purpose of this study was to evaluate the association between student performance and tutor expertise and experience in the Restorative Treatment course in a problem-based learning (PBL) dental curriculum. This retrospective study evaluated a cohort of 206 third-year dental students at Harvard School of Dental Medicine who were enrolled in the Restorative Treatment course between 2000 and 2005. Tutor expertise in prosthodontics and prior tutoring experience were measured against student performance in five areas: 1) tutorial session, 2) midterm examination, 3) final examination, 4) preclinical laboratory, and 5) overall cumulative course grade.