Performance of Academically at-Risk Medical Students in a Problem-Based Learning Programme: A Preliminary Report

Burch, Vanessa; Sikakana, Cynthia N.T.; Yeld, Nan; Seggie, Janet; Schmidt, Henk G.

doi:10.1007/s10459-006-9006-6

Cited by 32 publications

(23 citation statements)

References 15 publications

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“…Thirdly, the regularity of small‐group tutorials in the PBL environment generates peer pressure that is useful in motivating students to be diligent in their self‐study and to meet the deadlines for work agreed by the group. These two non‐cognitive side‐effects of small‐group collaboration have been found to be advantageous in preventing dropout from school 48,49 and may be a reason why students in PBL curricula tend to graduate faster than students at conventional schools 50–52 …”

Section: Research On Pbl Support Strategiesmentioning

confidence: 99%

The process of problem-based learning: what works and why

2011

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We conclude that there is considerable support for the idea that PBL works because it encourages the activation of prior knowledge in the small-group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to 'hard' scaffolding represented by, for instance, worksheets or questions added to problems. Small-group work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self-study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL.

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Section: Research On Pbl Support Strategiesmentioning

confidence: 99%

The process of problem-based learning: what works and why

2011

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“…Despite the inherent advantages of the PBL system for learning outcomes [3][4][5] , students' perceptions of the PBL system may not be entirely positive. This is simply because they are familiar with traditional methods of instruction used prior to medical school, and may thus feel threatened in a different system [6] .…”

Section: Introductionmentioning

confidence: 99%

Perception of the Educational Environment by Medical Students Undergoing a Curricular Transition in Kuwait

2009

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Objective: The aim of this study was to measure the students’ perceptions of the educational environment in a medical school undergoing curricular transition from a traditional to a problem-based learning (PBL) program in the academic year 2006–2007. Materials and Methods: The Dundee Ready Education Environment Measure (DREEM) was used to evaluate perception of the educational environment. Multivariate logistic regression models were used to identify the factors related to educational environment perception that differ between students following a traditional curriculum to those following a PBL program at Kuwait University Medical School. Results: Mean DREEM score was 53%. When students moved from the traditional curriculum to the PBL system, Academic Self-Perception deteriorated, while Perception of Atmosphere improved. Academic Self-Perception deteriorated because conventional strategies of learning were perceived as no longer useful, while Perception of Atmosphere improved because of increased relevance of the studies. Conclusion: Our findings suggest that curricular changes require careful planning and thinking, with particular attention upon how they influence the educational climate. When new teaching strategies are introduced, new factors that may lead students to develop an adverse perception of their educational environment may be introduced as well. Identification of such factors can lead to an improved educational outcome.

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“…The structured approach to PBL was deliberately selected, given the challenges in the South African schooling system. 29 While it may be premature to compare health and rehabilitation IP students' throughput with that of the previous years in mainstream, 76% of the first cohort of IP students successfully rejoined the standard curriculum and are all now in their second year (Fig. 1).…”

Section: Academic Supportmentioning

confidence: 99%