Abstract
Objectives
The aim of this study is to analyze the student's satisfaction and perception in problem based learning of Kosin University College of Medicine, and to propose effective strategies for improvement of problem based learning.
Methods
Students satisfaction of problem based learning was assessed using the structured questionnaire. The questionnaire consisted of 33 items covered satisfaction of self-evaluation and small group activity, learning resources and environment, tutor and content and construction of modules.
Result
A total of 80 students were surveyed. Students recognized PBL as more effective and interesting learning method than traditional lectures. Most of students highly satisfied with self-directed learning of their own and small group, tutor, composition and contents of modules. Students had difficult process to build a logical clinical reasoning by combining clues in the PBL process. Students regard that they can easily connect knowledge in real-clinical situations with the greatest advantages of PBL. Students cited as the biggest disadvantage is that students may not receive a fair evaluation.
Conclusion
Through the results of this survey it showed that students are satisfied with the PBL classes and recognized as effective compared to traditional instructor-led classes. However, further efforts in improving evaluation system and learning environments was necessary for the success of the PBL curriculum.
References
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Table 1.
Overall satisfaction of problem based learning by students
Med 1 (n=35) | Med 2 (n=45) | p-value | |
---|---|---|---|
I regard it appropriate the process of PBL lessons (three times meeting/ module) | 4.66(±0.54)∗ | 4.24(±1.13) | 0.05 |
I regard the goal of PBL achieved. | 4.57(±0.59) | 4.53(±0.69) | 0.79 |
I regard PBL as an effective method of learning than traditional lecture. | 4.54(±0.66) | 4.60(±0.81) | 0.73 |
I regard it is better to extend the PBL class. | 4.60(±0.74) | 4.58(±0.72) | 0.89 |
I am more motivated to learn. | 4.63(±0.55) | 4.62(±0.61) | 0.96 |
As only limited data being added to the class and receives the response data from the tutor to request, the problems in the tutorial process are more interest and seems to real clinic. | 4.49(±0.74) | 4.44(0.92) | 0.83 |
Every meeting was conducted a self-assessment, the ability to evaluate myself through which improved. | 4.54(±0.70) | 4.22(±0.88) | 0.73 |
I am satisfied with the assessment methods (quizzes, attendance, course evaluation discussion.) | 4.57(±0.56) | 4.44(±0.94) | 0.45 |
Table 2.
Satisfaction with self motivated learning and small group activity
Table 3.
The satisfaction with tutor and composition of modules
Med 1 (n=35) | Med 2 (n=45) | p-value | |
---|---|---|---|
Tutor had close contact with the students to discuss the progress in the free atmosphere. | 4.69(±0.68)∗ | 4.73(±0.78) | 0.77 |
Tutor had a sufficient knowledge on the subject. | 4.66(±0.64 | 4.76(±0.61) | 0.49 |
Tutor facilitated the discussion by questions related to the topic. | 4.74(±0.51) | 4.7(±0.58) | 0.94 |
Tutor was handed the data when the student's request. | 4.89(±0.32) | 4.80(±0.55) | 0.39 |
Tutor had affection toward students and guided students to participate in discussion more evenly. | 4.66(±0.59) | 4.71(±0.73) | 0.72 |
The contents and composition of modules were suitable to students level. | 4.54(±0.66) | 4.49(±0.59) | 0.70 |
Lab and actual data which provided were useful to problem solving. | 4.77(±0.43) | 4.64(0.53) | 0.24 |
I was able to learn how to access the clinical problem through the module. | 4.69(±0.47) | 4.73(±0.54) | 0.68 |
I was able to learn how to build a hypothesis (clinical reasoning) about the clinical problem. | 4.69(±0.47) | 4.62(±0.58) | 0.59 |
I had to learn to properly connect the knowledge of basic medicine and clinical medicine. | 4.66(±0.48) | 4.53(±0.66) | 0.34 |
Table 4.
Students perceptions as difficult process for performing problem-solving
Med 1 (n=35) | Med 2 (n=45) | |
---|---|---|
The process of recognize the clues of the problem (core recognition, problem listing) | 5(14.3%)∗ | 3(6.7%) |
The process to build a clinical reasoning logicaly by combining clues | 16(45.7%) | 28(62.2%) |
The process of setting up learning tasks (learning goal) | 2(5.7%) | 2(4.4%) |
The process of establishing a hypothesis (hypothesis generation) | 9(25.7%) | 9(20%) |
Self directed learning | 1(2.8%) | 3(6.7%) |
Table 5.
The advantage and disadvantage of problem based learning
Med 1 (n=35) | Med 2 (n=45) | |
---|---|---|
Disadvantage | ||
Because the final learning goal was vague, it gives rise to confusion to discussion. | 3(8.57%)∗ | 8(7.78%) |
This class is slanted in favor of some active students. | 10(28.57%) | 10(22.22%) |
There are likely to be evaluated students unfairly. | 9(24.71%) | 16(35.55%) |
There is insufficient necessary learning resources. | 7(20%) | 4(8.88%) |
The topic is quite broad and the time to study systematically is insufficient. Advantage | 4(11.42%) | 7(15.55%) |
These lessons are well motivated. | 16(45.7%) | 21(46.6%) |
I can learn new topics quickly. | 8(22.85%) | 7(15.5%) |
I learned the way connect medical knowledge with real-life situations | 14(40%) | 24(53.33%) |
Acquired memory maintain longer than I learned in lecture-based learning. | 16(45.71%) | 10(22.2%) |
Logical thinking and judgment are trained. | 18(51.42%) | 8(17.77%)) |
The capability of discussion and utterance are improved. | 9(25.71%) | 4(8.88%) |