The cultural flavours of problem-based learning

Al‐Eraky, Mohamed M.

doi:10.1111/medu.12285

Cited by 6 publications

(8 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, we should research what aspects of different technology tools can syndicate with learner traits and help to yield diverse types of learning styles suiting different individuals. 21 The results of the current study report student preferences for lectures with/without videos and not the effectiveness of lectures with videos as an instructive tool. The limitations of the present study are that these results describe only the perspective of students from oral biology courses and are from only one dental college.…”

Section: Discussionmentioning

confidence: 78%

Students' perspectives on the relevance of internet-based educational videos in dental education

Al-Jandan

Farooq

Khan

2015

Journal of Taibah University Medical Sciences

View full text Add to dashboard Cite

Objectives: This cross-sectional study sought to obtain the perceptions of third year students of the University of Dammam faculty of dentistry about the usefulness of Internet-based educational videos in assisting oral biology lectures. Methods:The study was conducted at the College of Dentistry, University of Dammam during March 2014. A validated questionnaire containing 10 questions was distributed to all of the participants. The first eight questions, related to the usefulness of videos during lectures, required dichotomized (agree/disagree) responses. For the last two questions (number of videos to be added and the time period allocated to these videos in each lecture), multiple options were provided for selection. The data were analysed statistically by using the chisquare test.Results: The sample size was 70 students (39 male and 31 female), with an overall response rate of 97%. The majority of students positively perceived the role of videos in assisting lectures. However, significant differences (p < 0.05) were found between male and female students regarding their understanding of lectures with/without videos and retention of knowledge gained from lectures with videos.Conclusions: Videos should be included in the lectures, so long as any video included is analogous to the desired learning outcomes of the lecture.

show abstract

Section: Discussionmentioning

confidence: 78%

Students' perspectives on the relevance of internet-based educational videos in dental education

Al-Jandan

Farooq

Khan

2015

Journal of Taibah University Medical Sciences

View full text Add to dashboard Cite

show abstract

“…Editor -Several recent publications in Medical Education have touched on the critical issues of culture and ethnicity and their impact on medical education. 1,2 In their commentary, Stegers-Jager and Themmen discuss briefly the ethnic disparities in health care education and highlight their own experiences using data showing attainment inequalities between ethnic minority and White Dutch students. 1 Although the authors posit several explanations for the discrepancy, we believe examiner bias and ethnic discrimination are unlikely to account for the full picture as the difference in performance is maintained in machine-marked multiple-choice question examinations.…”

Section: Mohammad a Ali And Mohammed U Halimmentioning

confidence: 99%

“…Editor – Several recent publications in Medical Education have touched on the critical issues of culture and ethnicity and their impact on medical education . In their commentary, Stegers‐Jager and Themmen discuss briefly the ethnic disparities in health care education and highlight their own experiences using data showing attainment inequalities between ethnic minority and White Dutch students .…”

mentioning

confidence: 99%

Recent ideas on ethnic diversity in medical education: one step forward, two steps back?

Ali

Halim

2014

Med Educ

View full text Add to dashboard Cite

“…problem‐based learning [PBL], simulation, team‐based learning [TBL] or reflection), we need to reflect on our shared understanding of key features (essentials) and other marginal features (trivial) that vary in different settings and contexts. There is no PBL without a ‘problem’ to trigger learning, but the procedures and the sequence of events within PBL vary according to different educational ecologies and cultural variations . In this commentary, we would like to provide some examples to illustrate our tacit use of patterns and trends in medical education and how thinking ‘ inside ’ the box can also drive innovation.…”

mentioning

confidence: 99%