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

Abstract

Background Asian educators have struggled to implement problem-based learning (PBL) because students rarely discuss their work actively and are not sufficiently engaged in self-directed learning. Supplementing PBL with additional e-learning, i.e. ‘blended’ PBL (bPBL), could stimulate students’ learning process. Methods We investigated the effects of bPBL on tutorial group functioning (discussion, self-efficacy, self-directed learning, active participation, and tutor’s perceived authority) and students’ level of acceptance of the e-learning elements. We compared PBL and bPBL in a medical university in Japan. In the bPBL condition, the tutor’s instructions were replaced with online materials and short quizzes. After the course, a 13-item questionnaire using a 5-point Likert scale was distributed regarding the tutorial group functioning of the tutorial group (influence of discussion, self-efficacy, self-directed learning, active participation, and tutors’ authority). The mean scores of subscales were compared with analysis of covariance. Knowledge levels were measured using a pre-test post-test design. A multiple regression analysis was performed to explore the association between e-learning acceptance and the subscales related to PBL. Results Ninety-six students participated in the study (PBL: n = 24, bPBL: n = 72). Self-efficacy and motivation for learning triggered by group discussions was significantly higher for students in bPBL ( p = 0.032 and 0.007, respectively). Knowledge gain in test scores was also significantly better in the bPBL condition ( p = 0.026), and self-directed learning related positively to the acceptance of blended learning ( p = 0.044). Conclusions bPBL seemed more effective in promoting active learning and improving knowledge, without affecting tutors’ authority. Implementing e-learning into PBL is suggested to be an effective strategy in the Asian context.

Blended-Problem-Based Learning: How its impact on students' critical thinking skills?

“…The results of the meta-analysis also inform that blended-PBL is more effective than traditional PBL (Car et al, 2019). Blended-PBL was also reported to be more effective in creating active learning in Asian students (Shimizu, Nakazawa, Sato, Wolfhagen, & Könings, 2019).…”

“…Whereas various studies in higher education examining blended-PBL implementation often involve medical students (Car et al, 2019) or health (Ammann et al, 2019;de Jong, Krumeich, & Verstegen, 2017). In addition to the limitations of the research subject, the competencies analyzed in the various studies are also limited to students' scientific motivation and communication (Suwono & Dewi, 2019) and the mastery of knowledge (Car et al, 2019;Shimizu et al, 2019). Therefore, the purpose of this study was to examine the impact of Blended-PBL on students' CTS.…”

Limited effects from professional identity formation-oriented education on self-regulated learning in a hybrid problem-based learning curriculum: a mixed-method study in Japan

“…2. Subjects were Japanese students placed in a teacher-centered curriculum with teacher-centered institutional culture [15][16][17][18][19]. We believe our study can provide educators with evidence that sporadic SRL-oriented educational schemes in such a context cannot improve SRL significantly.…”

“…In Japan, PBL sessions are held only several times a year in a lecture-based curriculum, and limited SRL is promoted. In such a 'hybrid' PBL curriculum [14], attempts have been made to promote SRL somehow [15][16][17]. This study describes a new approach with similar goals in a Japanese setting.…”

Team-based learning versus traditional didactic lectures in teaching clinical biochemistry; learning outcomes and student satisfaction: a case control study at King Abdul Aziz University

“…One of the active learning modalities currently used in KAU is problem-based learning (PBL), however, this teaching method is not utilized in the Applied Medical Sciences College in KAU. In addition, PBL, can be resourceful requiring a number of teaching rooms and a reasonable staff to students ratio (5)(6)(7).…”