Evaluation of a Problem Based Learning Curriculum Using Content Analysis

Abstract

<p>Faculty of Medicine UGM has implemented Problem Based Learning (PBL) since 1985. Seven jump tutorial discussions are applied. A scenario is used as a trigger to stimulate students to identify learning objectives (LOs) in step five which are used as the basis for self study in step six. For each scenario, the Block Team formulates the LOs which are informed to tutors. Tutors have to facilitate the discussion that the correct LOs are identified. This study checked the allignment of LOs formulated by the Faculty and LOs by the students. Cardiorespiratory system block is used. A content analysis is applied for this purpose. Sixteen discussion notes (DNs) written by 16 groups from one scenarios were analysed. The LOs from the tutor book and DNs were coded separately. There were eight Faculty LOs for scenario Blood Donation. None DNs were mentioned correctly. Many DNs mentioned LOs which are not in the prescribed LOs. It was clear that 16 groups of student failed to identify LOs correctly. This might affect their performance in their block exams, and also their preparedness for the subsequent blocks as they lack relevant prior knowledge.</p>

Comparing the Views on Problem-Based Learning from Medical Education Students in Zhengzhou University in China and the University of Bristol in the UK

“…In the late 1980s, this innovative method was noticed by British educators and gradually permeated other professional education programmes. Now it has become popular among educators and scholars from all over the world (Savin-Baden & Major, 2004;Prihatiningsih & Qomariyah, 2016). It is advocated that PBL is a learning method with which learners explore the answers of authentic problems and gain the upper-level knowledge and skills such as problem-solving and critical thinking (Colliver, 2000;Henk, Jerom, & Elaine, 2011;Ceker & Ozdamli, 2016).…”

The Need for Standardization, Reliability and Validity in Fundamental Roots for a Successful Problem-Based Learning Program

“…Under the meaningful supervision of the facilitator, students should work as a team to generate several hypotheses to identify the Learning Objectives of the case problem. These hypotheses must affect the Basic Science Discipline content learning objectives (Prihatiningsih and Qomariyah, 2016). Students should independently seek out the information necessary to determine, analyze, and synthesize the basic mechanisms responsible for all symptoms, signs and laboratory findings that will effectively explain the scenario involved in the PBL case (Schmidt, 1983).…”

“…The medical education journals have produced literature supporting and against the effectiveness of PBL pedagogy. Their reports showed no significant difference in student knowledge attainment from those medical schools adopted PBL approaches (Farquhar et al, 1986;Albanese and Mitchell, 1993;Vernon and Blake, 1993;Berkson, 1993;Nandi et al, 2000;Enarson and Cariaga-Lo, 2001;Hartling et al, 2010;Dolmans and Wolfhagen, 2005;Prihatiningsih and Qomariyah, 2016). Most reviews have concentrated on knowledge acquisition (Nandi et al, 2000;Smits et al, 2002) and some compared the USMLE part 1 and 2 between the traditional Lecture-Based Learning (LBL) to the PBL (Nandi et al, Smits et al, 2002;Farquhar et al, 1986;Enarson and Cariaga-Lo, 2001).…”

Priority Analysis of PBL Evaluation Score using AHP

“…It includes a variety of evaluation methods such as oral presentation evaluation, detailed evaluation, report evaluation, team portfolio evaluation, exhibition evaluation, team peer evaluation, and attendance for the PBL team performance evaluation of the PBL team. This PBL leads to more subjective judgments than to test evaluation in general lectures although all performance evaluation are subjective (Prihatiningsih & Qomariyah, 2016). Therefore, there is a dissatisfactory aspect of the students' evaluation.…”