Abstract:

Justification:
Group tutoring is a useful tool for the assessment of learning. In the case of medical students undertaking clinical rotations, it facilitates their assessment in a collaborative, case-based environment, which contributes to the evaluation of student competence. This work presents a standardized group tutoring model that includes a mixed evaluation system (formative and summative). This system assesses the acquisition of theoretical knowledge and its practical application by medical students. In addition, it is of interest in the evaluation of the student´s progress during their hospital stay.

Objective:
To describe the standardized group mentoring model and its system for assessing learning during clinical practices.

Material and Methods:
The Faculty of Medical selects, in collaboration with the hospital's educational coordinator, selects a group of clinical tutors who are trained in tutoring methodology.
The tutors are responsible for guiding the autonomous study of the subject during the rotation, using the subject's teaching guide and recommended study material. At the beginning of the academic year, meetings are held with the subject coordinator and the tutors to unify study guidance and evaluation criteria.
The schedule and content of the tutorials are communicated to the students at the beginning of the rotation in the department.
During the tutorials, a double evaluation, formative and summative, is conducted to enhance learning in the following week of rotation.

Standardized Group Mentoring Methodology:
Tutorials last 2.5 hours and occur weekly. The tutorials involve 2-3 students with one tutor. Each student has to raise any doubts that have arisen during autonomous study of the topics and present their knowledge on one of the assigned topics that the tutor provided on the first day of rotation in the department
Each tutorial session includes the following phases:
1) General review of the rotation and monitoring of the weekly work.
2) Doubt resolution.
3) Evaluation of the acquisition and integration of knowledge, and verification of knowledge application and use through the presentation and discussion of clinical cases.
4) Student reflection and final recommendations from the tutor.

Evaluation System:
The evaluation of knowledge acquisition and its application (phase 3) is conducted by reviewing the understanding of the subject matter of the course, the ability to synthesize key concepts or thresholds, and the quality of student interventions during the tutorials. In the evaluation of knowledge application through the analysis of clinical cases, the process of clinical reasoning and decision-making are analyzed. Each of these two evaluations is weighted at 50% in the final mark for the tutorial.

Conclusions:
This standardized group mentoring model contributes to the academic and professional progress of medical students, and its evaluation system is offered as a useful tool for assessing student learning and progress during clinical rotations.

Keywords:

Medical Education, Group mentoring, Group tutoring, Evaluation system, Clinical tutors, Standardized tutoring, Clinical rotations.