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Does blended problem-based learning make Asian medical students active learners?: a prospective comparative study.

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Blended problem-based learning (bPBL) significantly enhanced student self-efficacy, motivation, and knowledge gain compared to traditional PBL. This approach effectively stimulates active learning in Asian educational settings.

Keywords:
Blended learningHealth professions educationProblem-based learningQuizSelf-directed learning

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Area of Science:

  • Medical Education
  • Educational Technology

Background:

  • Asian educators face challenges implementing problem-based learning (PBL) due to low student engagement in self-directed learning and active discussion.
  • Supplementing PBL with e-learning, termed blended PBL (bPBL), may enhance the learning process.

Purpose of the Study:

  • To investigate the effects of bPBL on tutorial group functioning and student acceptance of e-learning elements.
  • To compare PBL and bPBL in a Japanese medical university setting.

Main Methods:

  • A comparative study using PBL and bPBL with 96 medical students.
  • bPBL incorporated online materials and quizzes, replacing tutor instructions.
  • Evaluated tutorial group functioning and e-learning acceptance via questionnaires and knowledge assessments (pre-test/post-test).

Main Results:

  • bPBL students showed significantly higher self-efficacy and motivation (p=0.032, p=0.007).
  • Knowledge gain was significantly better in the bPBL group (p=0.026).
  • Self-directed learning positively correlated with blended learning acceptance (p=0.044).

Conclusions:

  • bPBL is more effective in promoting active learning and knowledge acquisition than traditional PBL.
  • Implementing e-learning within PBL is a promising strategy for the Asian educational context.
  • bPBL did not negatively impact perceived tutor authority.