Effects of problem-based learning modules within blended learning courses in medical statistics – A randomized controlled pilot study

Abstract

Problem-based learning (PBL) allows students to learn medical statistics through problem solving experience. The aim of this study was to assess the efficiency of PBL modules implemented in the blended learning courses in medical statistics through knowledge outcomes and student satisfaction. The pilot study was designed as a randomized controlled trial that included 53 medical students who had completed all course activities. The students were randomized in two groups: the group with access to PBL modules within the blended learning course (hPBL group) and the group without access to PBL modules–only blended learning course (BL group). There were no significant differences between the groups concerning socio-demographic characteristics, previous academic success and modality of access to course materials. Students from hPBL group had a significantly higher problem solving score (p = 0.012; effect size 0.69) and the total medical statistics score (p = 0,046; effect size 0.57). Multivariate regression analysis with problem solving as an outcome variable showed that problem solving was associated with being in hPBL group (p = 0.010) and having higher grade point average (p = 0.037). Multivariate regression analysis with the medical statistics score as an outcome variable showed the association between a higher score on medical statistics with access to PBL modules (p = 0.045) and a higher grade point average (p = 0.021). All students in hPBL group (100.0%) considered PBL modules useful for learning medical statistics. PBL modules can be easily implemented in the existing courses within medical statistics using the Moodle platform, they have high applicability and can complement, but not replace other forms of teaching. These modules were shown to be efficient in learning, to be well accepted among students and to be a potential missing link between teaching and learning medical statistics. The authors of this study are planning to create PBL modules for advanced courses in medical statistics and to conduct this study on other universities with a more representative study sample, with the aim to overcome the limitations of the existing study and confirm its results.

Effects of problem‐based learning on delivering medical and nursing education: A systematic review and meta‐analysis of randomized controlled trials

“…Twenty‐two RCTs involving 1969 participants were included (Bai et al, 2017; Bukumiric et al, 2022; Cong et al, 2017; Dyke et al, 2001; Faisal et al, 2016; Jamshidi et al, 2021; Khatiban et al, 2019; Khatiban & Sangestani, 2014; Kim, 2019; Kim & Shin, 2014, 2016; Lee & Son, 2022; Li et al, 2020; Lian & He, 2013; Lin et al, 2010; Lohse et al, 2003; Peng et al, 2021; Pourshanazari et al, 2013; Smits et al, 2003; Sun & Qi, 2017; Wu et al, 2020; Zhao & Cong, 2019). The numbers of participants in the experimental and control groups were 1003 and 966, respectively.…”

“…Most of the performance outcomes were objective assessments from tutors or supervisors. Fifteen studies reported analyzable outcomes of performance for the meta‐analysis (Bai et al, 2017; Bukumiric et al, 2022; Cong et al, 2017; Jamshidi et al, 2021; Khatiban et al, 2019; Khatiban & Sangestani, 2014; Kim & Shin, 2014; Lee & Son, 2022; Li et al, 2020; Lin et al, 2010; Peng et al, 2021; Smits et al, 2003; Sun & Qi, 2017; Wu et al, 2020; Zhao & Cong, 2019), among which all 15 reported post‐interventional performance scores, and seven also reported performance scores before interventions (Jamshidi et al, 2021; Khatiban et al, 2019; Kim & Shin, 2014; Lee & Son, 2022; Lin et al, 2010; Smits et al, 2003; Sun & Qi, 2017; Wu et al, 2020; Table 2). The maximum score ranged from 3 to 100.…”

“…Sixteen studies reported outcomes of satisfaction feedback from participants (Bai et al, 2017; Bukumiric et al, 2022; Cong et al, 2017; Khatiban & Sangestani, 2014; Kim, 2019; Li et al, 2020; Lian & He, 2013; Lin et al, 2010; Lohse et al, 2003; Peng et al, 2021; Pourshanazari et al, 2013; Smits et al, 2003; Sun & Qi, 2017; Wu et al, 2020; Zhao & Cong, 2019), among which four reported positive feedback (Dyke et al, 2001; Peng et al, 2021; Pourshanazari et al, 2013; Wu et al, 2020). Three studies reported satisfaction assessment results of all participants without grouping (Bukumiric et al, 2022; Lian & He, 2013; Lohse et al, 2003) and were not included in the meta‐analysis (Table 2). The maximum score ranged from 5 to 100.…”

“…The knowledge outcomes were derived mainly from theoretical examinations. Fifteen studies reported this type of outcome, among which 11 reported post-interventional examination results about knowledge (Bai et al, 2017;Bukumiric et al, 2022;Cong et al, 2017;Dyke et al, 2001;Faisal et al, 2016;Kim & Shin, 2014;Li et al, 2020;Lian & He, 2013;Lohse et al, 2003;Peng et al, 2021;Pourshanazari et al, 2013), three reported both pre-and post-intervention examination results (Jamshidi et al, 2021;Kim & Shin, 2016;Smits et al, 2003), and one reported the change of examination results after interventions (Khatiban & Sangestani, 2014; Table 2). The max- Most of the performance outcomes were objective assessments from tutors or supervisors.…”

Pengembangan Modul Statistika Deskriptif Berbasis Penalaran Statistik

“…Banyak permasalahan dalam pembelajaran metode statistika dapat diselesaikan menggunakan modul pembelajaran (Andersson & Logofatu, 2017). Penggunaan modul menjadikan pembelajaran lebih menyenangkan, mendorong keaktifan proses belajar, dan memberian kesempatan untuk membuat koneksi pada materi lain maupun situasi kehidupan sehari-hari (Bukumiric et al, 2022).…”