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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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University Pre-Professional Program: A Transitional Phase from Didactic to PBL Pedagogy.

Ismail Memon1,2,3, Yazeed H Alrayani4, Shahid Akhund5

  • 1Human Body Structure and Function Department, Saba University, School of Medicine The Bottom Saba, Dutch Caribbean the Netherlands.

Advances in Medical Education and Practice
|November 29, 2023
PubMed
Summary
This summary is machine-generated.

The University Pre-Professional Program (UPPP) significantly enhanced students' understanding of student-centered learning approaches like Problem-Based Learning (PBL). This preparatory program effectively shifts learning habits, proving beneficial for students in Saudi Arabia.

Keywords:
curriculumdidacticstudent-centered learningsuniversity pre-professional program

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Area of Science:

  • Medical Education
  • Health Professions Education

Background:

  • The University Pre-Professional Program (UPPP) at the College of Science and Health Professions aims to prepare newly enrolled students.
  • Evaluating the program's effectiveness in fostering self-directed learning and understanding student-centered teaching is crucial.

Purpose of the Study:

  • To assess the impact of the UPPP on students' development as self-directed learners.
  • To investigate students' perceptions of student-centered teaching methodologies within the program.

Main Methods:

  • A quantitative, quasi-experimental design was employed.
  • Pre- and post-test surveys were administered in two stages (before and after semester-4).
  • A self-developed online questionnaire was used for data collection from 701 students.

Main Results:

  • Significant improvements were observed in students' understanding of Problem-Based Learning (PBL), Case-Based Learning (CBL), Self-Directed Learning (SDL), and facilitators' roles post-UPPP.
  • ANOVA revealed significant differences in perceptions of PBL dynamics, CBL/SDL dynamics, and facilitator roles across various student groups.
  • Student satisfaction with assessment and course elements showed a significant increase (p < 0.01).

Conclusions:

  • The UPPP effectively enhances students' grasp of student-centered learning, particularly PBL, facilitating a transition from didactic to modern learning approaches.
  • Variations in student group perceptions may stem from academic backgrounds and the shift to an English learning medium.
  • Preparatory programs like UPPP are valuable for students entering higher education in non-native English-speaking countries such as Saudi Arabia.