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Encouraging learning how to fish: an uphill but worthwhile battle
N M Azila1, S M Sim, A S Atiya
1Department of Biochemistry, Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Malaysia.
Annals of the Academy of Medicine, Singapore
|August 16, 2001
Summary
Implementing problem-based learning (PBL) in undergraduate education presents challenges for both students and faculty. While PBL enhances knowledge acquisition, students often prefer traditional methods, indicating a need for careful implementation and a shift in educational roles.
Area of Science:
- Medical Education
- Pedagogy
- Curriculum Development
Background:
- Integrating problem-based learning (PBL) into lecture-based curricula is challenging for undergraduate programs.
- Students and faculty face apprehension regarding new knowledge acquisition frameworks and evolving educator roles.
Purpose of the Study:
- To assess changes in student and lecturer perceptions of problem-based learning (PBL) over a 5-month period.
- To evaluate the effectiveness of PBL in an undergraduate integrated curriculum.
Main Methods:
- Administered questionnaires to Year II students and lecturers after the second and fourth PBL cases.
- Compared survey responses from two time points to identify shifts in perceptions.
Main Results:
- Majority of students agreed PBL enhanced information seeking, understanding, integration, and application of knowledge.
- Significant student preference for traditional subject-based tutorials persisted, citing efficiency and pre-selected information.
- Lecturers consistently perceived students identified learning objectives and covered subject matter; lecturer-reported improvements in student rapport and teamwork were noted over time.
Conclusions:
- Successful implementation of PBL requires more than new materials; it necessitates a paradigm shift.
- A change in the roles of students and teachers, along with adequate time, is crucial for effective PBL integration.