Integrated Problem Based Learning (PBL) Evaluation by Students in Kerbala Medical College (original) (raw)
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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.
Evaluation of Problem Based Learning by Tutors and Students in a Medical Faculty of Turkey
Objectives: To determine the opinions of tutors and students in charge of problem-based learning (PBL) courses during the academic year of 2006-2007 about the extent of contribution of PBL to certain skills in comparison with conventional education and to clarify whether or not they are content with PBL Design: Cross sectional research Setting: Akdeniz University Faculty of Medicine, Antalya, Turkey Subjects and Methods: One hundred and fiftythreetutorsin charge of PBL courses during the academic year of 2006-2007 and all of the firstyearmedicalstudents(n=170)wereincluded. A questionnaire was sent to the study population in June 2007. Intervention: Analysis of completed questionnaire Main Outcome Measure: Independent sample t-test analysis was used to determine whether mean scores were different in two groups. Results: Majority of the tutors (87.5%) and students (97.1%) responded to the questionnaire. The question “Is PBL an application that is in general beneficialtothestudent?”wasanswered as “yes” by 66.9% of the tutors. The question “Are you content with PBL?” was answered as “yes” by 54.9% of the tutors. On the other hand, 74.5% of the students answered “yes” to this second question. Conclusion: Our results show that PBL is well received by tutors and students and they think that PBL offers significantcontribution to the students in areas that are considered to be superior aspects of PBL when compared to conventional education.
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".
Advances in medical education and practice, 2018
Problem-based learning (PBL) was introduced into Basic Medical Sciences early in the 1980s at Tribhuvan University (TU), Nepal, followed by other universities where didactic lecture method was still followed as the main teaching strategy. Despite gaining its popularity worldwide as integrated teaching learning method, PBL is not given importance in Nepal. This study aimed to assess the attitude and perceptions of undergraduate medical students regarding learning outcomes of PBL and to know their views about role and qualities of effective tutors for its successful implementation. This descriptive study was based on a self-administered questionnaire. The first part of the questionnaire measured students' perception and attitude toward benefits of PBL and the second part measured students' perception about role of PBL tutor. Bachelor of Medicine and Bachelor of Surgery (MBBS) first year (2014/2015 academic year) students at Chitwan Medical College, TU, were asked to express th...
Tutors Evaluation of Integrated Medical Learning in Karbala Medical College
Academic Medicine, 2018
Background: The main task of the tutor in problem-based learning (PBL) is to facilitate group discussion through increasing their skills and monitoring their progress. Several studies had investigated PBL aspects, but few have explored the tutors knowledge and attitude towards the program. Methods: All tutors (n=22) involved in the newly adapted ‘Integrated Learning curriculum’ in Kerbala Medical college during the academic year 2014-2015 voluntarily answered a questionnaire published in ‘ABC of PBL in medicine’ periodical covering tutors, students and session characteristics. Descriptive statistics and Chi-square test was used for analysis. P 90%) answered the study questionnaire positively which indicates a great satisfaction and positive evaluation; however, the main mentioned shortcoming was related to insufficient training and short experience with PBL. Keywords: PROBLEM BASED LEARNING, TUTORS, INTEGRATED CURRICULUM, MEDICAL STUDENTS, LEARNING
Perception of 4 th year Medical students about Problem Based Learning
2010
Objective: To describe perception of 4 th year medical students about comparison of problem based learning with traditional method of teaching. Methodology: The study was conducted on March 2006 at college of medicine in Al Ahsa, King Faisal University (KFU). Students filled a self administered structured questionnaire containing 13 items, on a five point Likert scale where five equaled PBL generally better and one equaled traditional generally better. Results: Fifty two (52) out of 54 students submitted their forms as two students were absent on the day of survey. Majority of the students rated PBL better than traditional method in all 13 aspects. Improvement in team work, ability to communicate, ease of remembering a topic, interest- enthusiasm and self directed life long learning were outcomes with highest perceived benefit of PBL compared to traditional method. Conclusion: PBL was perceived as better learning method, especially in enhancing team work and communication skills.
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.
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%).
Opinion of Medical Students regarding Problem Based Learning
2006
Objective: To assess the process of problem-based learning (PBL) as perceived by the medical students and their opinions regarding the process. MethodS: A cross-sectional study was conducted at Karachi Medical and Dental College. One hundred and four medical students of fourth year MBBS (52 each of batch 2004 and 2005) were selected for their responses and feedback on problem-based learning in small groups. Data was collected through a closed-ended questionnaire. Results: Seventy nine percent (82 out of 104) of medical students liked the PBL sessions. Overall 85% of students were motivated towards self learning while liking for PBL was 82%. Activation of prior knowledge was observed by 83% students. Conclusion: Students supported problem-based learning (PBL) as an effective method of learning. Majority of students were motivated towards self-learning. They were convinced that PBL helped them in building up communication skills, interpersonal relationship and problem solving capacity (JPMA 56:430;2006).