Learning in a problem‐based medical curriculum: students' conceptions

Caplow, Julie; Donaldson, Joe F.; Kardash, CarolAnne M.; Hosokawa, Micheal

doi:10.1046/j.1365-2923.1997.00700.x

Cited by 50 publications

(12 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students also could be achieved the goals of self-directed learning, motivation, interaction among group members, communication, coordination, teamwork, and respect through PBL [51] . Furthermore, more than one literature review seems to support this view of point [37,38] .…”

Section: Discussionmentioning

confidence: 91%

See 1 more Smart Citation

Critical thinking and self-directed learning as an outcome of problem-based learning among nursing students in Egypt and Kingdom of Saudi Arabia

Shahin

Tork

2013

JNEP

View full text Add to dashboard Cite

Background: Professional nurses need to develop critical thinking skills that will provide them with expertise in situationspecific problem solving.Objectives: Describe the critical thinking and self directed learning abilities of the nursing students following Problembased learning approach in two countries; Egypt and Kingdom of Saudi Arabia KSA. Method:A descriptive analytic research design was conducted. The study sample was consists of 60 students from first year in faculty of nursing divided by Egypt and Kingdom of Saudi Arabia: Instruments: The Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) and Critical Thinking Dispositions Inventory were used. Results: This study revealed that the mean and standard deviation of total critical thinking was (102± 14.45 and 101±16.44) in KSA and Egypt respectively without significant difference between both countries. Moreover, the mean of total score of self direct learning was (162±27.04 and 157±23.64) in KSA and Egypt respectively. Conclusion:This study concluded that teaching with problem solving approach increase levels of critical thinking and self-directed learning in both countries without variation.

show abstract

Section: Discussionmentioning

confidence: 91%

“…[36] . However, the majority of the literature supports the viewpoint that the PBL method enables the development of effective self-directed learning skills that encourage students to be responsible for their professional growth [25,37,38] .…”

Section: Literature Reviewmentioning

confidence: 99%

Critical thinking and self-directed learning as an outcome of problem-based learning among nursing students in Egypt and Kingdom of Saudi Arabia

Shahin

Tork

2013

JNEP

View full text Add to dashboard Cite

show abstract

“…Many reports claimed that PBL not only helps students in the acquisition of content knowledge but also promotes their learning in dealing with complex problems, enriches their learning of basic science information, leads them to self-directed life-long learning, improves the effectiveness of their communication, cooperative study and self-evaluation skills, and allows them to adapt to changes (Albanese &Mitchell, 1993;Caplow et al, 1997;Schmidt et al, 2006;Schmidt et al, 2011) However, some studies were not in favour of PBL (Bowman et al, 2005). A few might feel that PBL is a threat to basic science (particularly anatomy) education since the fundamentals of the disciplines may be neglected and there exists many problems.…”

Section: Introductionmentioning

confidence: 99%

Problem-based learning in Gross Anatomy: Assessment Outcomes and Student Perceptions

Chen

Zhang

Qin

et al. 2012

JBLS

View full text Add to dashboard Cite

This study aimed to study whether the problem-based learning (PBL) as an educational strategy can be of great help in improving the quality of gross anatomy and the attitude of students towards the learning method in China. It was performed in Basic Science of Peking University Health Science Center. The study sample included 200 students and they were assigned to 20 groups. Data collection was done by a questionnaire survey and interview to examine the students' learning attitudes and perceptions toward this platform as a possible learning tool. Data obtained were compared and the main themes were determined. At the end of data analyses, we gave feedback and evaluation. We found out the satisfaction of students with this learning method and the students' interest and ability improvement after this teaching method. Also, we showed the problems and largest obstacle that the students face in this learning mode and their expectant evaluation method. The study clearly pointed out that the PBL benefits a lot for the students in the study of gross anatomy despite of the existing problems. In the future, we should implement PBL combined with the characteristics of traditional anatomy teaching in China.

show abstract

“…Student perceptions of learning in tutorials have mostly been examined by using written materials, usually questionnaire surveys 10,13 , 18 . The few extant interview studies 19–21 addressed general outlines and specific situations. Steinert's study of student perceptions of small‐group learning in a non‐PBL curriculum 21 revealed a predilection for active student participation, group interaction and positive group atmosphere.…”

Section: Introductionmentioning

confidence: 99%

Student perceptions about the characteristics of an effective discussion during the reporting phase in problem-based learning

et al. 2006

View full text Add to dashboard Cite

To explore student perceptions of factors contributing to the effectiveness of discussions in the reporting phase of the problem-based learning (PBL) process, where students report and synthesise the results of self-study. Forty-eight Year 1 and 2 medical students participated in 6 focus group interviews about the characteristics of effective group discussions and possible improvements. The data were analysed qualitatively in several stages. The analysis yielded 4 main characteristics of effective discussions: asking for, giving and receiving explanations; integrating and applying knowledge; discussing differences with regard to learning content, and guiding and monitoring the content and the group process of the discussion. Integrating and applying knowledge included structuring, relating and summarising information and providing examples from practice. Discussing different opinions included discussing a variety of literature resources and disagreements. The main learning effects mentioned by the students were retention, understanding, integration and application of knowledge. Students have clear ideas about what promotes effective discussions during the reporting phase. Their PBL experience has provided them with some insights that are in line with theory and research on collaborative learning. Future research should examine differences between student and tutor perceptions of the quality of discussions. Introductions to PBL for students and tutors should include training in asking open but focused questions, supporting explanations with arguments and dealing with conflicts about learning content. Tutors should be trained in giving effective and personal feedback. Collaborative creation of external knowledge representations (i.e. concept maps) should be advocated, as should variety of literature resources.

show abstract

Learning in a problem‐based medical curriculum: students' conceptions

Cited by 50 publications

References 18 publications

Critical thinking and self-directed learning as an outcome of problem-based learning among nursing students in Egypt and Kingdom of Saudi Arabia

Critical thinking and self-directed learning as an outcome of problem-based learning among nursing students in Egypt and Kingdom of Saudi Arabia

Problem-based learning in Gross Anatomy: Assessment Outcomes and Student Perceptions

Student perceptions about the characteristics of an effective discussion during the reporting phase in problem-based learning

Contact Info

Product

Resources

About