Evaluation of Problem Based Learning by Tutors and Students in a Medical Faculty of Turkey (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 ...
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%).
2016: Integrated Problem Based Learning (PBL) Evaluation by Students in Kerbala Medical College.
AL- Kindy Col Med J 2016:Vol. 12 No.1, 2016
Background: Scientific education aims to be inclusive and to improve students learning achievements, through appropriate teaching and learning. Problem Based Learning (PBL) system, a student centered method, started in the second half of the previous century and is expanding progressively, organizes learning around problems and students learn about a subject through the experience of solving these problems. Objectives:To assess the opinions of undergraduate medical students regarding learning outcomes of PBL in small group teaching and to explore their views about the role of tutors and methods of evaluation. Type of the study: A cross-sectional study. Methods: This study was conducted in Kerbala Medical Colleges among second year students. A self-administered questionnaire was prepared to evaluate the newly applied teaching system. The study analysis included simple descriptive analysis and determining association through t-test, chi square test and regression analysis and using structural equation models to determine simultaneous association between different students' demographic characteristics and potential predictors using SPSS-20 and Amos software at a significance level of < 0.05. Results:A total of 131 undergraduate medical students participated in the study with a response rate of 94%. The majority (93%) have indicated that PBL strategy contributed effectively to their knowledge development with a similar majority (92%) considering PBL successful new teaching method. About 86% reported that would choose PBL rather than conventional method and also 86% would advise PBL for others. Similarly, high majority indicated that various PBL activities are essential. Regarding the tutors' role in PBL, the majority (92%) indicated that this role was positive and fundamental. According to two thirds (68%) of participants PBL application in Kerbala Medical college was very good application while a higher majority described various PBL sessions as successful and positive and fundamental role of tutors was stressed by most students. Conclusions: This study highlighted the benefits of soliciting student impressions of effective small group teaching. The students' emphasized group atmosphere and facilitation skills of tutor in learning.
Integrated Problem Based Learning (PBL) Evaluation by Students in Kerbala Medical College
Background: Scientific education aims to be inclusive and to improve students learning achievements, through appropriate teaching and learning. Problem Based Learning (PBL) system, a student centered method, started in the second half of the previous century and is expanding progressively, organizes learning around problems and students learn about a subject through the experience of solving these problems. Objectives:To assess the opinions of undergraduate medical students regarding learning outcomes of PBL in small group teaching and to explore their views about the role of tutors and methods of evaluation. Type of the study: A cross-sectional study. Methods: This study was conducted in Kerbala Medical Colleges among second year students. A self-administered questionnaire was prepared to evaluate the newly applied teaching system. The study analysis included simple descriptive analysis and determining association through t-test, chi square test and regression analysis and using structural equation models to determine simultaneous association between different students' demographic characteristics and potential predictors using SPSS-20 and Amos software at a significance level of < 0.05. Results:A total of 131 undergraduate medical students participated in the study with a response rate of 94%. The majority (93%) have indicated that PBL strategy contributed effectively to their knowledge development with a similar majority (92%) considering PBL successful new teaching method. About 86% reported that would choose PBL rather than conventional method and also 86% would advise PBL for others. Similarly, high majority indicated that various PBL activities are essential. Regarding the tutors' role in PBL, the majority (92%) indicated that this role was positive and fundamental. According to two thirds (68%) of participants PBL application in Kerbala Medical college was very good application while a higher majority described various PBL sessions as successful and positive and fundamental role of tutors was stressed by most students. Conclusions: This study highlighted the benefits of soliciting student impressions of effective small group teaching. The students' emphasized group atmosphere and facilitation skills of tutor in learning.
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.
2017
Background: Institutions may have different interpretations of Problem-Based Learning (PBL) characteristics. As a result, the implementation of PBL may be completely different from one institution to another. Aim: This study aims to evaluate and compare the implementation of PBL at the Faculty of Medicine, Suez Canal University (FOM-SCU), Egypt and Ibn Sina National College for Medical Studies (ISNC), Saudi Arabia from the viewpoint of student at both schools. Methods: This is a descriptive study, conducted at the FOM-SCU and ISNC and a convenience sample was taken from students in both schools (381 students at FOM-SCU and 479 students at ISNC). A validated, self-administered questionnaire was used to evaluate the quality of PBL implementation from the students’ points of view. Validity and reliability studies have been done for the questionnaire after its translation into Arabic. Descriptive statistics together with regression analysis were applied, using SPSS v.20. Results: Overal...
The Perception and Usefulness of Problem Based Learning Among medical students
InternatIonal archIves of MedIcIne, 2015
Background: Problem Based Learning (PBL) has been increasing adopted in medical school worldwide. Problem based learning is an instructional strategy in which learner-centred method is utilised and “problems” are used as the focus of learning in small groups. Problem- based learning grounded in cognitive theory and with its origins in medical education, is a useful approach for teaching students how to think critically and solve problems they will encounter. Objectives: To determine the student’s perception and usefulness of problem based learning among the clinical specialties of medical departments of Melaka Manipal Medical College. Methodology: College based cross sectional study was conducted at Melaka Manipal Medical College, Melaka, Malaysia from August to October 2012. Self-administered questionnaires were distributed to final year medical students who had undergone PBL classes in all discipline. Data were analyzed by using SPSS 16 software. To assess perception, five points Likert scale was used for scoring. Results: There were 220 students participated in this study and ma- jority of the respondents were Malay 84 (38.2%) with mean age of 23 years (SD: 0.88). Most of the students (78.3%) perceived that facilitator motivated them to study during the session, (76.9%) percei- ved that PBL classes were well plan and structure and (75%) of them perceived that PBL classes helped them to identify the weakness in learning topics and to develop communication skill. Regarding useful- ness of PBL classes more than 90% of students stated that PBL classes helped them to develop team collaboration, self-directed learning, and problem solving skill.
Pros And Cons Of Problem-Based Learning In Medical Education: Students’ Viewpoint
National journal of integrated research in medicine, 2016
Background and Objectives: Problem-based learning (PBL) is an innovative educational approach in which the students determine what they need to learn. The present study was done to review the pros and cons of PBL, with the aim to introduce reforms in the traditional teaching methodology.Methods: A total of 200 MBBS students participated in the study. Six PBL exercises were allotted to the students and after their completion, they were asked to fill the questionnaire regarding their perceptions about PBL on a 5-point Likert scale, as well as open ended questions to elicit two reasons each for liking and disliking PBL.Results: Regarding the students' perceptions, the mean/median scores of all the items was found to be ≥ 3, indicating the positive inclination of students towards PBL. The major favourable factors of PBL were the opportunity of group discussion (16%) and better understanding (15.8%). The major drawbacks in PBL were that preparation required more time (20.5%), inadequate discussion (12.8%) and large group size(11.0%) Interpretation and Conclusion: Students generally favour PBL, as it enhances their ability to handle and solve real-life problems; however, few of the challenges are also accompanied with it which should be looked into to improvise it.
Academia Letters, 2021
To explore the self-assessment done by the students on skills learning during PBL tutorial process. Methods This cross-sectional study was done at Bilawal Medical College for boys, Jamshoro Sindh Pakistan. The self-assessment on skills learning during PBL tutorial process was done by the students at the end of tutorial on 4th-day through self-administered questionnaire on items related to group-skills, learning-skills, reasoning-skills, feedback-skills and group-performance. The data was analyzed for central tendency using Microsoft Excel. Results The findings are notable regarding the group-skills focused on group and individual leaningneeds (3.-01±0.69) and respect for aspirations of all groups members (3.36±0.73); learning skills in identifying group and individual learning needs (2.92±0.72) and appropriate learning resources (2.74±0.77); reasoning skills in critically evaluating information (2.78±0.74) and synthesizing information (2.95±0.73) and critically appraising the data (2.69±9.80); feedbackskills in providing constructive feedback to the group (2.99±079) and group performance (3.30±0.74). Conclusion Findings indicate that "PBL tutorial remarkably promotes group-skills, learning skills, reasoningskills, feedback-skills and group-performance".
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. ...