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Student feedback on problem-based learning processes.

P Ravi Shankar1, Atanu Nandy1

  • 1Xavier University School of Medicine, Aruba.

The Australasian Medical Journal
|February 4, 2015
PubMed
Summary
This summary is machine-generated.

Problem-based learning (PBL) processes at Xavier University School of Medicine showed scores comparable to other institutions. Students utilized lecture handouts and textbooks, with higher, though not significant, scores among second-semester students.

Keywords:
Medical schoolpresentationproblem-based learningreportingsearchself-directed learning

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Area of Science:

  • Medical Education
  • Problem-Based Learning

Background:

  • Problem-based learning (PBL) is a pedagogical approach comprising distinct phases: brainstorming, searching, individual study, and reporting.
  • Xavier University School of Medicine, Aruba, implemented PBL in May 2013 as a novel learning modality.

Purpose of the Study:

  • To investigate PBL processes at Xavier University School of Medicine, a previously unstudied area.
  • To identify and compare PBL process characteristics among different student cohorts.

Main Methods:

  • A cross-sectional study involving first- to fourth-semester undergraduate medical students was conducted in July 2014.
  • A validated PBL processes instrument by van den Hurk et al. was administered, collecting data on demographics, study habits, and learning resources.
  • Student agreement with 23 statements was measured on a 5-point Likert scale, with mean scores compared across groups.

Main Results:

  • Eighty-seven-nine percent of students (51/58) participated, reporting an average weekly study time of 29.9 hours.
  • Lecture handouts and textbooks were the primary learning resources.
  • Mean scores for learning-issue-driven searching (3.49) and explanation-oriented preparation (3.94) were notable. Second-semester students generally reported higher scores, though not statistically significant.

Conclusions:

  • Self-reported PBL process scores align with findings from other medical schools utilizing the same instrument.
  • The prevalence of interactive lectures and potential topic overlap with PBL may influence student perceptions and scores.
  • Findings offer insights into student engagement and resource utilization in PBL, relevant for institutions with hybrid curricula.