Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning

Area of Science:

• Medical Education
• Cross-Cultural Studies
• Pedagogy

Background:

• Medical schools globally adopt student-centered learning like problem-based learning (PBL) to promote self-directed learning (SDL).
• The transferability of PBL across diverse cultures is debated due to its Western origins and varying educational contexts.

Purpose of the Study:

• To evaluate the cross-cultural applicability of PBL.
• To investigate the impact of students' cultural backgrounds on SDL within PBL in East Asia, the Middle East, and Western Europe.

Main Methods:

• A qualitative, cross-cultural, comparative case study design.
• Data collection via 88 semi-structured interviews, 32 observations, and document analysis.
• Thematic analysis using the template analysis method for comparative insights.

Main Results:

• Cultural factors like uncertainty, tradition, and hierarchy presented challenges to SDL for Middle Eastern and Asian students.
• Achievement impacted non-Western students, while Western students faced fewer, but still notable, challenges.
• SDL skills improved with familiarity with PBL, though at varying rates across cultural contexts.

Conclusions:

• PBL is adaptable to diverse cultural settings, despite potential challenges.
• Global PBL implementation does not guarantee uniform outcomes; culturally sensitive adaptations are recommended.
• Further development of culturally tailored PBL alternatives may be beneficial.