Perceptions of faculty and students regarding Problem Based Learning: A mixed methods study (original) (raw)
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JPMA. The Journal of the Pakistan Medical Association, 2017
OBJECTIVE To evaluate the students' experience with problem-based learning. METHODS This cross-sectional, qualitative study was conducted at the College of Medicine, Al Jouf University, Sakakah, Saudi Arabia, in October 2015, and comprised medical students of the 1st to 5th levels. Interviews were conducted using Students' Course Experience Questionnaire. The questionnaire contained 37 questions covering six evaluative categories: appropriate assessment, appropriate workload, clear goals and standards, generic skills, good teaching, and overall satisfaction. The questionnaire follows the Likert's scale model. Mean values were interpreted as: >2.5= at least disagree, 2.5->3= neither/nor (uncertain), and 3 or more= at least agree. RESULTS Of the 170 respondents, 72(42.7%) agreed that there was an appropriate assessment accompanied with the problem-based learning. Also, 107(63.13%) students agreed that there was a heavy workload on them. The goal and standards of the ...
2016
Background & Objectives: Problem-based learning (PBL) in medical education can be considered as the most significant innovation in educational tools in the past 35 years. This study was conducted to evaluate the students' perceptions regarding PBL which will provide inputs to rectify the curriculum. Methods: The study was conducted in two years on two batches of 100 students each. Six PBL exercises on different topics were successively allotted to each batch of students in groups of 15-18. At the end of each year, the students were asked to fill a 21-item questionnaire on a 5-point Likert scale, regarding their perceptions for PBL. The mean/median scores of ≥3 was considered as positive attitude towards PBL Results: For 20 items related to PBL as T-L strategy and its effect on professional attitude, the mean/median scores was observed to be ≥3. Mean score of 2.04 and median score of 2 was found for the item that considered PBL as a waste of time; reinforcing the liking for PBL. ...
BMC Medical Education
Background Problem-Based Learning (PBL) is an innovative student-centered learning method that has been implemented in numerous medical colleges worldwide. However, the newly adopting PBL institutes may face challenges during its implementation. This study aims to evaluate PBL implementation in the medical college of Imam Abdulrahman bin Faisal University (IAU) from the facilitators’ and students’ perspectives. Methods This is a cross-sectional study using a quantitative self-administered online questionnaire. The questionnaire evaluated PBL implementation using the three scales: small group learning, problem case scenario, and facilitator role. A total of 52 facilitators and 1289 students (from second to sixth years) were invited to participate in the study at the end of the 2019–2020 academic year. Results Forty-six facilitators (88.46%) and 324 students (25.13%) responded to the questionnaire. There was an overall positive evaluation of PBL implementation. However, the facilitato...
2017
Objectives: To compare students' perceptions and satisfaction concerning lecture based learning (LBL) versus problem-based learning (PBL) curricula in Taibah University. Methods: A crosssectional study was conducted in Taibah University including third year medical students (n= 294), involved in both curricula. A self-administered questionnaire was used including demographics and domains investigating students’ perceptions concerning the teaching method and adequacy of the current curriculum they are involved and satisfaction regarding the academic environment, measured on a five point Likert scale. Total response rate (45.91%). Results: Fifty seven percent of the respondents were involved in LBL compared to 43% in PBL. About 31% of the PBL students strongly agree that it is good method for teaching and learning versus only 5.2% of students in LBL and 24.1% of them strongly agree that PBL curriculum covers a wide range of knowledge and skills compared to only 5.2% of students in...
Over the last few decades there has been a paradigm shift from teacher-centered to student-centered learning. The teachers have been more of facilitator ensuring learning objectives are met. Problem Based Learning (PBL) is considered one of the most favorable method in Student-Centered learning. From this point of view Moi University adopted the PBL. This study aims to assess the lecturers' knowledge and perception regarding problem-based learning (PBL). Participants were 65 lecturers in the College of Health Sciences. Self-administered questionnaires were used in data collection. Data analysis done utilizing SPSS 22. The overall response rate was 100 % (N=65), 38% (25) had PBL knowledge at joining program, 34 (52%) viewed program graduates as independent, innovative and creative. While on SPICES model 19 (29%) believe made students lifelong learners and 12 (19%) creates teamwork spirit among the students and 75% of the lecturers anticipated to be trained. Also results indicated, lecturers did not prefer mixed method of teaching compared to problem-based learning (PBL) not statistically significant(p<0.05). A medium proportion of lecturers had good knowledge of PBL a high number with favorable attitudes towards PBL. Training courses by the college should be considered for the staff that had not previously been trained using PBL.
Perceptions regarding Problem-Based Learning as a Teaching Learning Strategy among medical students
National journal of integrated research in medicine, 2016
Background & Objectives: Problem-based learning (PBL) in medical education can be considered as the most significant innovation in educational tools in the past 35 years. This study was conducted to evaluate the students' perceptions regarding PBL which will provide inputs to rectify the curriculum. Methods: The study was conducted in two years on two batches of 100 students each. Six PBL exercises on different topics were successively allotted to each batch of students in groups of 15-18. At the end of each year, the students were asked to fill a 21- item questionnaire on a 5-point Likert scale, regarding their perceptions for PBL. The mean/median scores of ≥3 was considered as positive attitude towards PBL Results: For 20 items related to PBL as T-L strategy and its effect on professional attitude, the mean/median scores was observed to be ≥3. Mean score of 2.04 and median score of 2 was found for the item that considered PBL as a waste of time; reinforcing the liking for PBL....
Problem-based learning (PBL) has been introduced in the Phase 1 curriculum of Doctor of Medicine programme at Faculty of Medicine & Health Sciences, UCSI University since its inception in 2005. The main objective of this study was to investigate the perception of medical students on problembased learning sessions. A cross sectional study was conducted on a total of 115 medical students from June 2011 to June 2012. Forty nine (42.6%), 31(27%) and 35(30.4%) medical students from first, second and third years respectively participated in the study. The questionnaire included 23 statements to assess the benefits and disadvantages of PBL and the requirements in PBL sessions. Findings revealed that the majority agreed with statements on benefits-PBL motivates students for self-learning (80.9%), enhances discovery of learning issues (78.3%), provides critical thinking skills (71.3%), improves communication skills (80%) and enhances in obtaining new information (85.2%). Sixty percent (n=69) responded that PBL was time consuming and 84 (73.1%) noted that some students dominate while others are passive in the discussion. Overall positive perception on effectiveness of PBL on students' learning was obtained in 79 (68.7%) of respondents and the highest agreement was observed among the second year students (93.5%).
Annals of Saudi medicine
Problem-based learning (PBL) is the most important educational innovations in the past 4 decades. The objective of the study was to compare between the preference of medical students for PBL and the preference for traditional lectures regarding learning outcomes (e.g., knowledge, attitude, and skills) gained from both methods. A cross-sectional study was conducted among medical students who studied the hybrid curriculum (PBL and traditional lectures) in King Abdulaziz University, Jeddah, in 2011. Data was collected through a pre-constructed, validated, confidentially anonymous, and self-administered questionnaire. Students' perceptions toward PBL and traditional lectures were assessed through their response to 20 statements inquired about both methods of learning using a five-point Likert scale. Descriptive and analytic statistics were performed using SPSS, version 21 (SPSS Inc, Chicago, Ill., USA). Learners preferred PBL more to traditional lectures for better linking the knowl...
Advances in Medical Education and Practice
Background: Problem-based learning is a student-centered innovative instructional approach in which students define their learning objectives by using triggers from the predefined problem case scenario. Problem-based learning is not about problem-solving; rather it uses appropriate problems to increase the problem-solving skills of students. This study aims to assess the medical and health science students' perception towards problembased learning method. Methods: An institution-based descriptive cross-sectional study was employed. All available graduating class Medical and Health Science students were included in this study. Results: More than half of the students (59.4%) strongly agree that problem-based learning was helpful to understand basic sciences knowledge and 31.5% of the students disagree that tutors are prepared and qualified to run the session. Some of the students (27.3%) disagree that tutors evaluate students fairly. About fifty-two percent of the students have used both books and Internets for self-directed learning. Conclusion: More than half of students agree that problem-based learning helped them understand basic science knowledge. Some of the students disagree that tutors are prepared and qualified to run the session, and disagree that tutors evaluate students fairly.
Medical teacher, 2015
Problem-based learning (PBL) is being increasingly used in many undergraduate medical schools worldwide due to its recognized advantages. To explore views of medical students in the Kingdom of Saudi Arabia (KSA) about the appropriateness of the PBL concepts and process. Differences in students' views were examined as well. This is a cross-sectional, questionnaire-based study conducted in two medical colleges in Riyadh, Saudi Arabia, during the period from April to June 2012. One hundred seventy four undergraduate medical students participated in the study. Majority of the participants supported the concept of PBL and thought it is a beneficial learning strategy. However, only about half of them consider the problems used in tutorials are relevant for the local setting. Significant differences have been identified between the gender, schools, and study level of participants and their views on the process of PBL tutorials. About 35% of participants either undecided or will not rec...