Students' approaches to learning and perception of learning environment: A comparison between traditional and problem based learning medical curricula

Alquliti, Abdulrahman; elmoneim, Ehab abd; albouq, Nisreen; aboonq, Motausm; jalali, kafaf; arabi, Sahal; alshamrani, Ahmad

doi:10.21608/ejhm.2019.26607

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…The conventional didactic Lecture-Based Learning (LBL) method is a much-used learning modality in the medical education field [ 1 ], specifically in the Kingdom of Saudi Arabia (KSA). Although LBL is an effective method for short-term learning [ 2 ], promoting lifelong learning skills such as problem-solving has become a key goal of educators in the twenty-first century worldwide [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Problem-Based Learning implementation in a College of Medicine, Kingdom of Saudi Arabia: a cross sectional comparative study

Almulhem

2022

BMC Med Educ

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Background Problem-Based Learning (PBL) is an innovative student-centered learning method that has been implemented in numerous medical colleges worldwide. However, the newly adopting PBL institutes may face challenges during its implementation. This study aims to evaluate PBL implementation in the medical college of Imam Abdulrahman bin Faisal University (IAU) from the facilitators’ and students’ perspectives. Methods This is a cross-sectional study using a quantitative self-administered online questionnaire. The questionnaire evaluated PBL implementation using the three scales: small group learning, problem case scenario, and facilitator role. A total of 52 facilitators and 1289 students (from second to sixth years) were invited to participate in the study at the end of the 2019–2020 academic year. Results Forty-six facilitators (88.46%) and 324 students (25.13%) responded to the questionnaire. There was an overall positive evaluation of PBL implementation. However, the facilitators’ rating was significantly higher than the students’ rating across the three scales. Regarding the small group learning, a significant difference was found between types of facilitation status (p = 0.017) and between trained and not trained facilitators (p = 0.029). In respect to the problem case scenario, there was a significant difference based on the types of facilitation status (p = 0.017) and facilitating tutorials related to the facilitator’s specialty (p = 0.004). Regarding the facilitator role, a significant difference was found between the academic year they had facilitated (p = 0.032). Female students rated the three scales significantly higher than male students (p < 0.001). Students aged between 24 and 25 years old and sixth years students also rated the three scales significantly higher than other students (P < 0.05). Conclusions The participants rated PBL implementation positively as measured by the three scales rating. However, specific concerns have been highlighted that are related to group dynamics, training before starting PBL, relevancy of the case scenarios, and the facilitator’s role in nominating group members and providing feedback.

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Section: Introductionmentioning

confidence: 99%

Evaluation of Problem-Based Learning implementation in a College of Medicine, Kingdom of Saudi Arabia: a cross sectional comparative study

Almulhem

2022

BMC Med Educ

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“…Curricula structure has also shown to contribute to students perception of their learning environment. Outcome-based curricula are reported to contribute to more positive perceptions of learning environment compared those who have traditional curricula because they are student-centered and promote students' creativity in learning 7 , 18 , 19 . KUHeS's physiotherapy curriculum uses an outcome-based approach, hence it is not surprising to have a positive perception of learning environment.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Physiotherapy students about their teaching environment at Kamuzu University of Health Sciences in Malawi

Bwezani,

Tarimo,

Chisati

et al. 2023

Mal. Med. J

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IntroductionThe learning environment is defined as an environment where teaching is taking place, as perceived by both students and teachers. A conducive learning environment is critical for successful curriculum implementation, which also affects students’ academic performance. There have been initiatives introduced to improve the learning environment at Kamuzu University of Health Sciences (KUHeS). The purpose of this study was to ascertain physiotherapy final year students’ perceptions of their learning environment at KUHeS in Malawi.MethodologyThis study was conducted at KUHeS among final-year physiotherapy students. A retrospective, quantitative cross-sectional design was used. The study utilised secondary data on education environment which had already been collected using Dundee Ready Education Environment Measure (DREEM) forms. There were 26 completed DREEM forms for 2019/2020 academic year. Demographic data were captured. Mean and standard deviation were used to analyse the DREEM scores. Inferential analysis was conducted with p-value set at ≤ 0.05. Results The total DREEM mean score was 120/200 which represented a positive perception of students learning environment. Students’ academic self-perception scored the highest (69.13%), followed by students’ perception of learning (61.94%), students’ social self-perception (59.46%), students’ perception of atmosphere (56.25), and students’ perception of teachers (55.50%). Married students had negative perceptions (p-value = 0.05) of their teachers and students with previous college experience had positive perceptions of their academic performance (p-value = 0.02). Many statements under items of perception of teachers (mean score = 24) and social self-perceptions (mean score = 16) were considered negatively. ConclusionStudents in their final year of physiotherapy had positive perceptions of their learning environment. However, students’ perceptions of their teachers and social life were low. The learning environment had a significant impact on married students and those who had no prior experience with college life. Faculty development initiatives should aim to improve these critical areas.

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“…However, the conventional didactic Lecture-Based Learning (LBL) method is a much-used learning modality in the medical education field [1], especially in KMU. Although LBL is an effective method for short-term learning to large audiences [2], and is regarded as a teacher-centered educational approach whereby knowledge is transmitted by and from the teacher and passively received by the students [3].…”

Section: Introductionmentioning

confidence: 99%

Assessment of a training project of English as a media of instruction(EMI) using Kirkpatrick model

et al. 2023

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Background English as a Media of Instruction (EMI) teacher development project is based upon the framework for teacher Continuing Professional Development (CPD) and aims to effectively improve both the confidence and overall capacity of EMI lecturers. Kunming Medical University(KMU) conducted the EMI training project to improve teachers’ competence for MBBS education. This study aimed to assess teachers’ changes following the implementation of this training project, via the Kirkpatrick evaluation model. Methods A total of trainees (n = 84) were invited as the research objects. The effects of the EMI training project implemented in KMU were evaluated in terms of the reaction, learning, and behavior dimensions based on the Kirkpatrick model. The self-administered online anonymous questionnaires and observations of participants’ EMI lectures were administered to all participants to collect the data. Furthermore, to understand participants’ perceptions of the management and trainers of the training project, some open-ended questions were required to answer. Results Based on 1–3 level of the Kirkpatrick model, all participants were highly satisfied with the EMI training implementation on the reaction level, and expressed positive comments about the management of the training and trainers. On the learning level, participants’ scores on awareness of EMI teaching techniques increased significantly(t = 7.122, P < 0.001)with the training process. Concerning the behavior level, the participant’s confidence as an EMI instructor increased dramatically at end of the whole training(p < 0.001). Moreover, trainees had applied some EMI skills in class and would like to make some commitment to implement learner-centered learning, to do more practice on EMI techniques. Conclusion The findings of this study confirm that EMI training has an effective impact on the competence and confidence of participants as EMI instructors at levels 1–3 of the Kirkpatrick evaluation model. This training may be a potentially beneficial effect on the teaching quality of MBBS education.

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Students' approaches to learning and perception of learning environment: A comparison between traditional and problem based learning medical curricula

Abstract: Background: Teaching and learning are fundamentally different between conventional and problem based learning (PBL) curricula. There is a transformation in the

Cited by 5 publications

References 22 publications

Evaluation of Problem-Based Learning implementation in a College of Medicine, Kingdom of Saudi Arabia: a cross sectional comparative study

Evaluation of Problem-Based Learning implementation in a College of Medicine, Kingdom of Saudi Arabia: a cross sectional comparative study

Perceptions of Physiotherapy students about their teaching environment at Kamuzu University of Health Sciences in Malawi

Assessment of a training project of English as a media of instruction(EMI) using Kirkpatrick model

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