The Effect of Using Native versus Nonnative Language on the Participation Level of Medical Students during PBL Tutorials

Turki, Maha Al; Mohamud, Mohamud S.; Masuadi, Emad; Altowejri, Mohammed A.; Farraj, Abdullah Ibrahim; Schmidt, Henk G.

doi:10.1016/j.hpe.2020.11.001

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…In this study, 78.18% of students felt that the language barrier has made adapting to clinical postings more difficult and 74.53% of students agreed that it affects their participation in bedside teaching/learning. A previous study reports that 70.6% of students preferred to study history taking in their native language 12 . Another study shows that 47.6% of students preferred training for Objective Structured Clinical Examination (OSCE) in their native language rather than English and 68% of students suggested adding short regional language history courses while 20% disagreed about preferring to be trained for OSCE in the regional language 5 .…”

Section: Discussionmentioning

confidence: 97%

Percepton of Medical Students on Influence of Language Barrier in Bedside Teaching

Amulya¹,

Vidya²,

Smitha³

2021

JMS

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Section: Discussionmentioning

confidence: 97%

Percepton of Medical Students on Influence of Language Barrier in Bedside Teaching

Amulya¹,

Vidya²,

Smitha³

2021

JMS

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“…PBL places more emphasis on active, interactive, and collaborative learning, problem resolution, and decision-making providing opportunities for independent study and presentation 18,19 to develop critical thinking and analytical skills 20,21 The PBL method has advantages over conventional learning. 22 This learning model has been widely applied in universities and is used to develop skills needed by the jobs market such as group work and relationships, as well as collaborative, proactive and entrepreneurial skills 23,24 in the field of engineering, [25][26][27][28] medicine, 29,30 economics, 31 pharmaceuticals, 32 psychology 33 and others.…”

Section: Higher Education Problem-based Learningmentioning

confidence: 99%

Problem-based learning in research method courses: development, application and evaluation

et al. 2022

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Background: The undergraduate curriculum in Indonesia generally requires students to take a research methods course as a prerequisite course for the preparation of scientific reports. The objective of this course is to teach students how to present research results both orally and in writing using the styles and forms of each university. However, this course is not popular among students because the material is complex and technical. As a result, there is a gap between learning outcomes and their application when students prepare scientific reports. Improving pedagogy and teaching interventions through student-developed research projects is important in complementing lectures. The purpose of this study was to analyze the improvement of students' ability in writing scientific reports through research method courses using problem based learning (PBL). Methods: This study reports the integration of scientific report writing in research methods courses through PBL at the Universitas Islam Bandung in Indonesia. PBL was implemented by involving students in research-related tasks with the following stages: writing research questions, determining the research design, collecting data, analyzing data, and presenting research results. Results: The results showed that there was an increase in scientific writing skills with good categories on indicators of possible plagiarism using Turnitin, use of report preparation formats, suitability of literature, mastery of research report content in-class presentations. Conclusions: This finding implies that assigning students to write scientific reports using PBL in the research method classroom is useful for improving learning outcomes, presentation, reasoning, communication, ambiguous problem-solving, and reducing plagiarism. The findings of this study strengthen the findings of previous researchers, namely increase students' abilities in using formatting to prepare scientific reports, using appropriate literature, mastering research materials as well as reducing the level of plagiarism.

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“…PBL places more emphasis on active, interactive, and collaborative learning, problem resolution, and decision-making providing opportunities for independent study and presentation 18 , 19 to develop critical thinking and analytical skills 20 , 21 The PBL method has advantages over conventional learning. 22 This learning model has been widely applied in universities and is used to develop skills needed by the jobs market such as group work and relationships, as well as collaborative, proactive and entrepreneurial skills 23 , 24 in the field of engineering, 25 – 28 medicine, 29 , 30 economics, 31 pharmaceuticals, 32 psychology 33 and others.…”

Section: Introductionmentioning

confidence: 99%

Problem-based learning in research method courses: development, application and evaluation

Ramdani,

Kurniati Syam,

Karyana

et al. 2023

F1000Res

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Background The undergraduate curriculum in Indonesia generally requires students to take a research methods course as a prerequisite course for the preparation of scientific reports. The objective of this course is to teach students how to present research results both orally and in writing using the styles and forms of each university. However, this course is not popular among students because the material is complex and technical. As a result, there is a gap between learning outcomes and their application when students prepare scientific reports. Improving pedagogy and teaching interventions through student-developed research projects is important in complementing lectures. The purpose of this study was to analyze the improvement of students’ ability in writing scientific reports through research method courses using problem based learning (PBL). Methods This research was a case study to report the integration of scientific report writing in research methods courses through PBL at the Universitas Islam Bandung in Indonesia. PBL was implemented by involving students in research-related tasks with the following stages: writing research questions, determining the research design, collecting data, analyzing data, and presenting research results. Results The research results showed that there was an increase in scientific writing skills in the good category. Normalized gain for indicators of increasing accuracy using research report formats, suitability for using literature and research methods is 0.064 and 0.209, including the low category, and the plagiarism level is 0.509, including the medium category. Conclusions This finding implies that assigning students to write scientific reports using PBL in the research method classroom is useful for improving learning outcomes, presentation, reasoning, communication, ambiguous problem-solving, and reducing plagiarism. The findings of this study strengthen the findings of previous researchers, namely increase students’ abilities in using formatting to prepare scientific reports, using appropriate literature, mastering research materials as well as reducing the level of plagiarism.

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The Effect of Using Native versus Nonnative Language on the Participation Level of Medical Students during PBL Tutorials

Cited by 3 publications

References 12 publications

Percepton of Medical Students on Influence of Language Barrier in Bedside Teaching

Percepton of Medical Students on Influence of Language Barrier in Bedside Teaching

Problem-based learning in research method courses: development, application and evaluation

Problem-based learning in research method courses: development, application and evaluation

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