Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum

Abraham, Reem Rachel; Vinod, P; Kamath, M Ganesh; Kamath, Asha; Ramnarayan, K

doi:10.1152/advan.00063.2007

Cited by 74 publications

(69 citation statements)

References 17 publications

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“….097 a. Grouping Variable: PBL dan Non-PBL Mann-Whitney U Test results showed that there was no statistically significant difference in students' approach to learning in PBL and non-PBL groups (p-value = 0.097) ( Table 5). The results of this study are not the same as those obtained by Abraham et al (2008) found that students 'approach to learning in students with PBL approach differed significantly from students' approach to learning in students with non-PBL approach.…”

Section: Tabel 4 Frequency Distribution Of Respondents Based On Theircontrasting

confidence: 99%

“…Students who do so try to investigate the relationship between and integration of different parts of the lessons and their tasks. The findings of this study are congruent with the study of Abraham et al (2008), which states that scores of students who adopt deep approach to learning and strategic approaches to learning are significantly higher than non-PBL students. This finding is consistent with Mattick, Dennis and Bligh (2004) research, which shows that students achieve higher scores on the deep approach to learning from surface approach to learning.…”

Section: Tabel 4 Frequency Distribution Of Respondents Based On Theirsupporting

confidence: 87%

“…Students who do so, try to investigate the relationship between and integration of different parts of the lessons and their tasks. The findings of this study are congruent with the study of Abraham et al (2008), which states that scores of students who adopt deep approach to learning in PBL approaches and strategic approaches to learning are significantly higher than non-PBL students. .097 a. Grouping Variable: PBL dan Non-PBL Mann-Whitney U Test results showed that there was no statistically significant difference in students' approach to learning in PBL and non-PBL groups (p-value = 0.097) ( Table 5).…”

Section: Tabel 4 Frequency Distribution Of Respondents Based On Theirsupporting

confidence: 87%

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Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning

Purwanto¹,

Pratiwi²

2017

Proceedings of the Health Science International Conference (HSIC 2017)

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Background: Problem-based learning is learning where the results of the work process to understand and solve a problem. Study on approach to learning student / students' approaches to learning (SAL) and problem-based learning (PBL) has been observed internationally. However, there is no published research on the differences students' approaches to learning curriculum anatar PBL and non-PBL in Indonesia. Therefore, it is important to know the nursing students 'approach to learning / students' approaches to learning (SAL) within the context of problem based learning (PBL) and Non-Problembased learning (Non-PBL). Objective: The purpose of this research is 1). To describe the sociodemographic characteristics (sex, age, and origin) of nursing students; 2). To identify approach to learning of nursing students in PBL and non-PBL curriculum; 3). To compare the approach to student learning (students' approaches to learning) between PBL and non-PBL

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Section: Tabel 4 Frequency Distribution Of Respondents Based On Theircontrasting

confidence: 99%

Section: Tabel 4 Frequency Distribution Of Respondents Based On Theirsupporting

confidence: 87%

Section: Tabel 4 Frequency Distribution Of Respondents Based On Theirsupporting

confidence: 87%

See 1 more Smart Citation

Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning

Purwanto¹,

Pratiwi²

2017

Proceedings of the Health Science International Conference (HSIC 2017)

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“…It has been well known that integrated course teaching with PBL model had deeply shocked on our conventional medical education, the teaching in classroom respectively by the staff from different basic and clinical discipline, worldwide in the past several decades (i.e., Abraham, Vinod, Kamath, Asha, & Ramnarayan, 2008;Chen, Lai, Lu, Tsai, Chiang, Huang, & Yu, 2008;Fincham, & Shuler, 2001;Jones, McArdle, & O'Neill, 2002;Oda, Koizumi, 2008 The impact of medical education reform has unlimitedly touched the campus of Jinan University School of Medicine, in which the medical students have constantly been taught and trained as conventional teaching approach until several years ago. Therefore, the integrated courses were performed at Jinan University School of Medicine three years ago.…”

Section: Discussionmentioning

confidence: 99%

Seeking the Optimal Time for Integrated Curriculum in Jinan University School of Medicine

Pan¹,

Cheng²,

Zhou³

et al. 2016

IJHE

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The curricular integration of the basic sciences and clinical medicine has been conducted for over 40 years and proved to increase medical students' study interests and clinical reasoning. However, there is still no solid data suggesting what time, freshmen or year 3, is optimal to begin with the integrated curriculum. In this study, the integrated courses on cardiovascular and respiratory systems were performed to part of year 1 and year 3 medical students while non-participant students acted as control. We tried to explore the optimal time through comparison of the exam results and questionnaire of participated students. It was demonstrated that year 3 participant students got better exam score than year 1 students did, and the questionnaire showed that it might be due to the year 1 participants difficultly caught up with the contents of integrated courses without appropriate background knowledge. Three years later, the participant students got higher ability to analytical thinking of clinical diseases in comparison to non-participant students, while it did not improve the acquirement of their clinical practical skills. Taken together, our study in Jinan University School of Medicine indicated that the integrated courses would be approximately effective if combined to conventional medical teaching at year 3 after the students obtain relevant basic sciences knowledge.

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“…Varios estudios han evaluado diferentes aspectos de los enfoques de aprendizaje en ingeniería, ciencias sociales y educación médica (7,(9)(10)(11) . Sin embargo, el enfoque de aprendizaje en las ciencias básicas en los estudiantes de medicina de primer año ha recibido poca atención, especialmente en los aspectos relacionados con el éxito académico, y la mayoría de los hallazgos son objeto de controversia.…”

Section: Introductionunclassified

Enfoques de aprendizaje y rendimiento académico en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos

Pastor¹,

Barrón²

2017

An Fac med

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Resumen Introducción. Cada año, miles de estudiantes de medicina se enfrentan al desafío de superar las asignaturas para adquirir las competencias para sus actividades profesionales. El éxito de la vida estudiantil en camino a la profesión depende de muchos factores incluyendo los enfoques de aprendizaje. Objetivo. Determinar los enfoques de aprendizaje predominantes de los estudiantes de medicina del primer año y su relación con el rendimiento académico. Diseño. Estudio observacional, descriptivo, de corte transversal, cuantitativo. Lugar. Facultad de Medicina, Universidad Nacional Mayor de San Marcos, Lima, Perú. Participantes. Estudiantes de la Facultad de Medicina. Intervenciones. A 130 estudiantes de la Facultad de Medicina matriculados en la asignatura de Biología celular y molecular, se aplicó una versión corta del cuestionario Approaches and Study Skills Inventory for Students (ASSIST) y se evaluó la relación de enfoques de aprendizaje con rendimiento académico. La asociación de las subescalas del cuestionario se evaluó mediante análisis factorial y la consistencia interna mediante análisis alfa de Cronbach. La relación de cada enfoque de aprendizaje y el rendimiento académico se evaluó mediante análisis de regresión. El efecto de la edad, sexo y sus interacciones con cada enfoque de aprendizaje se evaluó con la prueba ANOVA de dos vías. Principales medidas de resultados. Puntaje de los enfoques de aprendizaje profundo, estratégico y superficial. Resultados. El puntaje total de los enfoques de aprendizaje profundo, estratégico y superficial fueron 22,4, 20,4 y 15,4, respectivamente. Hubo correlación significativa entre la puntuación de exámenes teóricos y enfoque estratégico (p=0,004). No se encontraron diferencias con relación a edad y sexo. Conclusiones. El enfoque profundo fue el predominante en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos. Se encontró correlación significativa entre el enfoque estratégico y el rendimiento académico. Palabras clave. Enfoques de Aprendizaje; Cuestionario ASSIST; Estudiantes de Medicina; Rendimiento Académico. Abstract Introduction: Every year thousands of medical students face the challenge of overcoming academic subjects to acquire skills for their professional activities. The success of the student's life on the way to the profession depends on many factors including learning approaches. Objective: To determine the predominant learning approaches in the first year medical students and their relationship to academic achievement. Design: Observational, descriptive, quantitative study. Institution: Faculty of Medicine, Universidad Nacional Mayor de San Marcos, Lima, Peru. Participants: Medical students. Interventions: The short version of the questionnaire Approaches and Study Skills Inventory for Students (ASSIST) was applied to 130 first year medical students enrolled in the Cellular and Molecular Biology subject; the relationship of learning approaches with academic performance was evaluated. The association of the subscales w...

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Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum

Cited by 74 publications

References 17 publications

Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning

Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning

Seeking the Optimal Time for Integrated Curriculum in Jinan University School of Medicine

Enfoques de aprendizaje y rendimiento académico en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos

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