Initial responses of first-year medical students to problem-based learning in a behavioural science course: role of language background and course content

Abstract

A trial of problem-based learning (PBL) was conducted with first-year undergraduate medical students who had no background knowledge of behavioural science and who included a substantial proportion with a first language other than English. Responses to standardized and open-ended evaluation questions showed greater variability and there was no clear preference for PBL over traditional methods. Students found the PBL exercise time-consuming and felt they needed more guidance. Feedback from clinicians and working in groups were seen as positive aspects of the exercise. Students with a first language other than English reported that language, but not cultural background, was an impediment to effective participation. It is recommended that this group of students be offered extra support for PBL in a subject-based setting, and that all students would benefit from a formal induction session.

Students Perception towards Problem Based Learning

“…The same opinion is expressed by O"Hanlon et al [18]. Also more teachers were needed as the students were divided in small batches.…”

PBL in Undergraduate Medical Education: A Qualitative Study of the Views of Canadian Residents

“…Other problems with tutors identified in our study and the literature also points to inadequate amounts of guidance and feedback they give to students (O'Hanlon et al, 1995).…”

“…Studies are now addressing issues such as how to effectively introduce PBL into the traditional medical school curriculum (Eshach and Bitterman, 2003;Morris, 2003), how to resolve group dynamics problems in tutorials (Das Carlo et al, 2003), how to define what makes an effective tutor (Ravens et al, 2002), and how to address the relative lack of clarity about learning objectives (Bligh et al, 2000) and the perception that PBL is a time-consuming way to learn medicine (O'Hanlon et al, 1995).…”

Scaffolding for Success in Problem-Based Learning

“…O'Hanlon and colleagues 21 stress an important aspect of the evaluation of PBL programs that is under-represented in the literature, and that is the implications of PBL modes of learning on students with a non-English background and from a cultural perspective where the nature of learning is likely to consist of different values. They report that an optional supplementary tutorial to offer support for these learners.…”