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The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia.

Ni Ni Win1, Vishna Devi V Nadarajah1, Daw Khin Win1

  • 1International Medical University, Kuala Lumpur, Malaysia.

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|May 12, 2015
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Summary
This summary is machine-generated.

Modified problem-based learning (PBL) in collaborative groups enhanced chiropractic students' motivation and cognitive skills without extra resources. This approach offers pedagogical benefits comparable to traditional small-group PBL sessions.

Keywords:
ChiropracticLearningMotivationPerceptionProblem-based learning

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Area of Science:

  • Medical Education
  • Chiropractic Program

Background:

  • Traditional problem-based learning (PBL) typically involves small groups with a dedicated facilitator for optimal engagement.
  • Assessing alternative PBL models is crucial for enhancing pedagogical effectiveness in diverse educational settings.

Purpose of the Study:

  • To evaluate the pedagogical effectiveness of a modified problem-based learning (PBL) approach utilizing collaborative groups in an undergraduate chiropractic program.
  • To compare the outcomes of PBL with and without provided learning resources.

Main Methods:

  • A modified PBL model was implemented with a cohort of chiropractic students, involving six cases (three with and three without provided resources).
  • Student perceptions were assessed via questionnaire focusing on motivation, cognitive skills, and perceived work pressure.
  • Group discussions were facilitated by a single instructor, allowing for less continuous supervision.

Main Results:

  • The modified PBL approach in collaborative groups showed a significant positive association with student motivation, cognitive skills, and perceived pressure to work (P<0.05).
  • The availability of learning resources in PBL significantly enhanced both student motivation and cognitive skills (P<0.001).

Conclusions:

  • The modified PBL model is a cost-effective and resource-efficient pedagogical strategy, requiring no additional instructors or funding.
  • This collaborative PBL implementation provides pedagogical benefits equivalent to traditional small-group PBL sessions within a classroom setting.
  • Students demonstrated a significant reliance on available learning resources to enhance their PBL experience.