Students’ Perception of Quality of Learning Experience (Structure, Process and Outcome): Discipline Versus Problem Based Medical Curriculum and the Mediation Role of Process Quality

Abstract

Problem-based learning (PBL) is now incorporated into the curricula of most medical schools around the world. In comparison to the traditional curriculum, less is known about the influence of the adoption and implementation of a problem-based curriculum on the perceived structures, processes, and outcomes of learning experiences reported by students. The purpose of this study was twofold: (1) to compare the quality of learning experience of students enrolled in traditional discipline-based and problem-based medical curricula and (2) to explore the mediation effect of the process quality between the relationship of the structural quality and students’ perception of learning experience outcomes. Through the distribution of an electronic survey, all 3rd and 4th year medical students enrolled in the discipline-based curriculum and the problem-based curriculum were invited to participate in the study. The students from both curricula completed the Student Experience Survey (SES), which was developed by the National Center for Academic Accreditation and Evaluation. Descriptive statistics, independent sample t-test and Hayes Macro regression analysis were used. Students enrolled in the problem-based curriculum had higher perceived support and sufficient advice with higher perceived quality of learning experiences compared with students enrolled in the traditional curriculum, however they reported less enjoyment of their university life. The structural factors (t = 19.83, p ≤ 0.001) and process factors (t = 9.21, p ≤ 0.001) were associated with an increase in students’ reported outcomes by 0.67 and 0.49, respectively. These findings explain the mechanism by which the structural factors, such as maintaining adequate facilities and support, may help in enhancing the process quality (e.g., learner-centered learning), which in turn can enhance learning experience outcomes.

Hospital Work Conditions and the Mediation Role of Burnout: Residents and Practicing Physicians Reporting Adverse Events

“…Previous studies have used SEIPS to develop a model in the disciplines of education and healthcare to provide higher quality services. 34 , 35 SEIPS considers human interactions with a work system and provides a better understanding of how physicians’ work conditions (leadership support, physician engagement, and workload) affect patient safety (See Figure 1 ). Leadership support, physician engagement and workload are structural factors, burnout dimensions (ie, emotional exhaustion and interpersonal disengagement) are processes, and patient safety is the outcome.…”

Canva Learning Media to Improve Students’ Learning Achievement in the Merdeka Curriculum

“…The concept of the independent curriculum itself is a response to the needs of the education system in the era of revolution 4.0 (Alam et al, 2020; Kim & Park, 2020; Lee et al, 2019). As well as an answer to the problems faced by teachers in the learning process (Dreher et al, 2018;Jarrar et al, 2022;Nozaki, 2022). Improving teacher competence through training, workshops, seminars is expected to have an impact on the quality of education and the implementation of the learning process (The Global Alliance for Chronic Diseases, Process Evaluation Working Group et al, 2019; van Vorst, 2018; Zhamanov et al, 2018).…”