Students Perception towards Problem Based Learning

Dube, Sushil P; Ghadlinge, Manik; S.U, Mungal; Tamboli, Saleem B.; Kulkarni, Mukund B

doi:10.9790/0853-13564953

Cited by 9 publications

(13 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…All of the students agreed that learning of facts, diagnostic, and therapeutic skills was significantly enhanced by CBL sessions. 18 A study done in medical school in Mexico also confirms our findings that students had an acceptable level of agreement in having carried out activities related to elaboration of knowledge, such as analyzing and answering questions, formulating hypothesis, and understanding the application of pharmacological knowledge. 21 A study by Chilwant 15 reported that 73% of students were motivated for self-study and 71% of students think that their performance in university examination will be better.…”

Section: Discussionsupporting

confidence: 80%

“…Our faculty admitted that the whole experience was very motivating and it has improved their knowledge about newer TL methods. The faculty feedback was positive and so wanted to incorporate CBL for other important topics and combine it with traditional lectures methods, which are similar to the findings concluded by Dube et al 18 Student attendance has been recognized as a reliable parameter measuring student satisfaction with the learning process. 22 The significant increase in attendance of students in CBL classes is similar to the CBL study reported by Klegeris and Hurren 22 and Smith and Cook.…”

Section: Discussionsupporting

confidence: 69%

See 1 more Smart Citation

Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

Kaur¹,

Rehncy

Kahal

et al. 2020

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

Background: The need for case-based learning in basic subjects is being recognized world over. Early clinical illustrations and actual clinical exposure enable students to associate basic science and real patient situations, probably increasing their retention of knowledge. The study was conducted to introduce an alternate method of teaching-learning in pharmacology in a large classroom setting to integrate pharmacology into clinical setting for better learning and understanding of the subject. Methods: Ninety-four students of second professional MBBS of a medical college in Punjab were divided into 2 groups and were taught a 2-hour topic in pharmacology using case-based learning (CBL) method and didactic lecture (DL) method using a crossover design. Their attendance and written test score at the end of teaching session were compared. Feedback from students and faculty was taken by prestructured questionnaires. Results: There was an increase in students’ attendance ( P = .008) in CBL sessions but insignificant difference in their performance ( P = .98) in the tests. Most (84%) of the students felt that CBL is a better method of teaching-learning than traditional DL. The teaching faculty felt that the students looked more interested and were themselves more motivated for the newer method of teaching. Conclusions: Case-based learning led to improvement in student motivation, satisfaction, and engagement. Most students and faculty accepted that CBL was an effective learning tool for pharmacology teaching in a large group setting and supported the incorporation of CBL into traditional DL teaching.

show abstract

Section: Discussionsupporting

confidence: 80%

Section: Discussionsupporting

confidence: 69%

Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

Kaur¹,

Rehncy

Kahal

et al. 2020

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

“…Moreover, students in PBL often report greater satisfaction with their experiences than non-PBL students 23. On the other hand, some of the students in other study reported a negative perception toward PBL and the reason was that some students dominate while others are passive in the PBL discussion 24. In regard to the students’ perception toward the PBL sessions benefits, our study revealed that PBL was a helpful tool for most of the students to increase their knowledge of basic science.…”

Section: Discussionmentioning

confidence: 70%

<p>Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>

Aldayel

Alali

Altuwaim

et al. 2019

AMEP

View full text Add to dashboard Cite

Background Problem-based learning (PBL) is a student-centered innovating instructional approach in which students define their learning objectives by using triggers from the problem case or scenario. Objectives To assess undergraduate medical students’ perception toward PBL sessions and to compare their perceptions among different sex and grade point average (GPA) in the college of medicine, Al-Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. Materials and methods We conducted a cross-sectional study based on a self-administered anonymous online questionnaire during the first semester of the 2017–2018 academic year in IMSIU. The data were collected from male and female students of the second and third year, as well as male students of the fourth year. Results Out of 259 students, 152 (58.7%) completed the questionnaire. The students’ perception toward PBL was more positive than negative. Most of the students reported that PBL sessions increased their knowledge of basic sciences ( P =0.03). Furthermore, most students agreed that PBL provided a better integration between basic and clinical sciences which differed significantly between the different GPA groups ( P =0.02). Nevertheless, only 28.3% of the students agreed that the teaching staff is well prepared to run the sessions with significant statistical difference among different GPA groups ( P =0.02). Moreover, only 26.3% of the students reported that there was proper student training before starting the PBL sessions with no significant difference. Additionally, only 34.2% and 28.9% of the students felt that they learn better and gain more knowledge thorough PBL than lectures respectively, with no significant difference. Conclusion This study showed that tutors should be trained to guide the process of PBL effectively to achieve its goals. Moreover, students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL. Further improvements are needed to provide students with an effective favorable learning environment and to take the students recommendations into consideration.

show abstract

“…A similar finding reported that participants feel that PBL is too time consuming. [93237] The time consumption in PBL might be due to long literature searches, posting the literature search in the discussion board, and finally preparing the presentations. In summary, our result showed that a majority of the students positively responded to the statements assessing the benefits of PBL.…”

Section: Discussionmentioning

confidence: 99%

Problem-based learning: Dental student's perception of their education environments at Qassim University

Alkhuwaiter

Aljuailan

Banabilh

2016

J Int Soc Prevent Communit Dent

View full text Add to dashboard Cite

Aims:The objectives of this study were to assess perceptions of the Saudi dental students of the problem-based learning (PBL) curriculum and to compare their perceptions among different sex and academic years.Subjects and Methods:Data was collected through a questionnaire-based survey at Qassim College of dentistry. The questionnaire consisted of 19 questions regarding the perception of PBL curriculum and was distributed to 240 students. The chi-square test was used for statistical analysis of the data.Results:Out of the 240 students recruited for this study, 146 returned a complete questionnaire (the response rate was 60.8%). The majority of the students perceived that PBL enhances the ability to speak in front of people (91.1%); improved the ability to find the information using the internet/library (81.5%); enhances the problem-solving skills (71.3%); increases the practice of cooperative and collaborative learning (69.2%); improves the decision-making skills (66.4%). Sixty-five percent (n = 96) noted that some students dominate whereas others are passive during PBL discussion session. Statistically, significant differences were found in the following variables according to the academic year students assuming before responsibility for their own learning (P < 0.037) and the role of facilitator in the process (P < 0.034). Moreover, according to gender; there were statistically significant differences in the following variables, assuming responsibility for own learning (P < 0.003); activating prior knowledge and learning to elaborate and organize their knowledge (P < 0.009); enhancing the ability to find the information using the Internet/library (P < 0.014); PBL is effective without having lecture of the same topic (P < 0.025); helping in identifying the areas of weakness for improvement (P < 0.031); student understanding the objectives of the PBL session better than the conventional way (P < 0.040); and enhancing the ability to speak in front of people (P < 0.040).Conclusions:Perceptions of Saudi dental students regarding their education environments at Qassim College of dentistry using PBL hybrid curriculum were more positive than negative. However, improvements are still required to provide students with stimulating favorable learning environment and to take the students recommendations into consideration.

show abstract

Students Perception towards Problem Based Learning

Abstract: The purpose of this study was to determine student perceptions of the methods used to teach pharmacology via problem-based learning (PBL

Cited by 9 publications

References 8 publications

Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

<p>Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>

Problem-based learning: Dental student's perception of their education environments at Qassim University

Contact Info

Product

Resources

About

Students Perception towards Problem Based Learning

Abstract: The purpose of this study was to determine student perceptions of the methods used to teach pharmacology via problem-based learning (PBL

Cited by 9 publications

References 8 publications

Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

<p>Problem-based learning: medical students&rsquo; perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>

Problem-based learning: Dental student's perception of their education environments at Qassim University

Contact Info

Product

Resources

About

<p>Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>