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Do learning approaches of medical students affect their satisfaction with problem-based learning?
Erol Gurpinar1, Esin Kulac, Cihat Tetik
1Department of Medical Education, School of Medicine, Akdeniz University, Antalya, Turkey. erolgurpinar@akdeniz.edu.tr
Advances in Physiology Education
|March 9, 2013
Summary
Medical students using a deep learning approach reported higher satisfaction with problem-based learning (PBL). This study explored how learning styles impact student experience in PBL curricula.
Area of Science:
- Medical Education
- Educational Psychology
Background:
- Problem-based learning (PBL) is a pedagogical approach used in medical education.
- Understanding student learning approaches is crucial for optimizing PBL effectiveness.
Purpose of the Study:
- To assess medical student satisfaction with PBL.
- To investigate the relationship between learning approaches (deep vs. surface) and PBL satisfaction.
Main Methods:
- Surveys administered to medical students from three universities with varying PBL integration.
- Utilized the revised two-factor study process survey for learning approach assessment.
- A 20-question survey measured student satisfaction with PBL.
Main Results:
- 64.6% of students demonstrated a deep approach to learning.
- Students with a deep learning approach reported significantly higher satisfaction with PBL.
Conclusions:
- A deep learning approach is associated with greater satisfaction in PBL environments.
- Findings suggest tailoring PBL curricula to encourage deep learning strategies may enhance student experience.
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