Effect of Argumentation Instruction on Medical Student Experiences with Problem‐Based Learning

Abstract

When participating in problem-based learning (PBL), it is important for medical students to generate claims and provide justifications for their claims in small group discussions. This study aimed to investigate the effect of argumentation instruction on medical student learning experiences with PBL. A total of one hundred first-year preclinical students from Inje University College of Medicine, who had attended argumentation instruction, participated in this study. All of the participants completed a 5-point Likert scale questionnaire regarding their learning experiences with PBL, before and after the argumentation instruction. The questionnaire comprised 22 items with eight subcategories: argumentation activity, reflection, integration of basic and clinical science, identification of lack of knowledge, logical thinking, self-directed study, communication, and attitude toward discussion. The collected data were analyzed through a paired-sample t-test. The results of this study found that the argumentation instruction promoted the preclinical students' experiences with argumentation activities, reflection, an integration of basic and clinical science, the identification of their lack of knowledge, logical thinking, and self-directed study, and it increased positive attitudes toward group discussion. The findings suggest argumentation instruction can enhance medical student group discussions and help students achieve the objectives of PBL, including acquisition of basic and clinical science knowledge and development of clinical reasoning and self-directed learning abilities, which can highlight the meaningful learning experiences students have with PBL.

The Influences of Pair Discussion on Nursing Students’ Learning Experience in Problem-based Learning: A Qualitative Inquiry

“…It was much easier to approach and to solve their given problems in PBL with previous pair discussion then in PBL with ordinary discussion. This was because they thought that they already 'secured the comrades to solve the problem with (8)', and 'secured useful knowledge and information (8)' necessary for the problem solving with the comrades.…”

“…Through the discussion process, students can improve basic medical knowledge, nursing knowledge, integration of clinical knowledge, hypothesis deduction ability, self-directed learning ability, cooperative learning ability and communication ability. However, it has been reported that not all the students participating in the learning process actively participate in learning activities as required by the PBL [7] [8]. Therefore, in order to expect the effectiveness of the PBL learning method, students should be provided with the opportunity to acquire and train learning methods such as discussion skills, critical thinking skills and arguing skills, and to find ways to reduce the burden on learning activities.…”