Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

Abstract

Introduction Problem-based learning (PBL) has been reported to be a valuable student-centred learning approach across the globe. In PBL students first encounter a problem, which triggers discussion, followed by student-centred inquiry. Makerere University College of Health Sciences has been using PBL for radiography students since 2002. Over the years, the learning landscape may have changed, including the significant disruption of learning by the coronavirus disease 2019 global pandemic. The study aimed at exploring the perceptions of undergraduate radiography students about the PBL curriculum at Makerere University almost two decades after its introduction. Methods This exploratory qualitative study involved 18 radiography students sampled purposively, from whom data were gathered using focus group discussions. Thematic analysis was subsequently used. Results Three key themes emerged from the data: (1) quality of teaching, (2) curriculum efficiency, and (3) curriculum expectations and rating. All students were generally positive about the curriculum. Most agreed that the curriculum was efficient to a greater extent and had met their expectations and desired objectives. Students, however, faced challenges; for example, with limited learning resources during the learning process. Conclusion This study highlights the significant role of PBL in enhancing student's problem-solving, critical thinking, literature search, and, most of all, their practical skills. Prioritization of teaching based on practical relevance and learning objectives is of great importance. The radiography students believed that their curriculum program was generally beneficial to them; however, it was affected by limited resources and limited availability of teaching personnel, which needs to be addressed.

Aspect of Reasoning Development on Authentic Assessment Indicators in Electronic School Book in Senior High School

“…To get important information contained in the text, students must explore in depth so that they get some cognitive experiences, namely knowing, understanding, and also distinguishing between what is important and what is not important. as well as relevant and irrelevant content contained in the text (Bosica et al, 2021;Mpalanyi et al, 2020;Suherman & Vidákovich, 2022). This competence about finding is in line with the principle of inquiry, namely a learning approach that emphasizes more on providing opportunities for students' independence (Keifert et al, 2021;Maaß & Artigue, 2013;Murphy et al, 2021).…”

A model to facilitate critical thinking of radiography students

“…Giving students self‐directed tasks increases their autonomy and motivation to engage with the group 41 . Mpalyani et al 42 . acknowledge that self‐directed learning is known to motivate students, with the result of promoting lifelong learning.…”

“…Giving students self-directed tasks increases their autonomy and motivation to engage with the group. 41 Mpalyani et al 42 acknowledge that self-directed learning is known to motivate students, with the result of promoting lifelong learning. In line with this, Misra and Mazelfi 40 agree that students who can work independently become motivated and cognitively strong.…”

Learning during COVID-19 pandemic: A systematic literature review

“…Learning in Zambia utilizes digital learning based on social media, for sharing videos using YouTube, for online learning using Skype and Lifesize [48]. Learning at Makerere University, Uganda is carried out with the problem based learning (PBL) concept, which is carried out online using Zoom and other LMS [49]. Learning uses virtual classrooms, where instructors and students can video conferencing, view recorded videos and written materials, submit their materials, and view shared schedules [50].…”

“…[21] Despite the many difficulties associated with the sudden transition from face-to-face learning to online learning, there are many opportunities, including those focused on this study. [22] limited learning resources during the learning process [49] Too many online teacher teaching jobs [13] Problems faced by students concern depression, poor internet connectivity, and an unsupportive learning environment at home [41] The challenge is in the form of power supply in using social media and new technology for learning [43] Online learning is an alternative when classroom learning is deferred, whereas it cannot replace the need for on-site and face-to-face learning [23] Challenges for education include engagement via video conferencing and social media platforms, a balance of home and work life, and increasing fear of burnout [25] Some faculty struggled with new technology, participants with poor bandwidth connections, and some had difficulty reviewing imaging [63] There were difficulties to overcome, mostly since digital competence, computers, and access to the Internet were not widespread through the Portuguese population [15] Personal relationships between teachers and students can be challenging in virtual courses [54] Challenges in the form of Policy and exam assessment [58] Challenges with information technology such as inadequate infrastructure to support the effective use of computers and tablets are challenges experienced by users, along with low self-confidence and satisfaction when learning online when their internet and computer skills are weak [29] Make teaching methods move from offline to online, develop independent student learning skills as well as school interest, based on the characteristics of student learning at home, digitalize internal tools, how school administrators can organize the work of various types of staff and address the relationship between unified teaching staff [12] The challenge for academics is to ensure that students in both situations have a high-quality learning experience, without one group feeling neglected [44] The main challenge of this new platform lies in the willingness of the faculty to use this technology [55] 4. DISCUSSION…”