Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea

Yeo, Sanghee; Chang, Bong Hyun

doi:10.3946/kjme.2016.4

Cited by 11 publications

(12 citation statements)

References 16 publications

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“…The aims of medical curriculum are not limited to gather knowledge but also to develop student’s non-cognitive factors crucial for the future needs of the profession. The present study confirmed that MAHSA University medical students appreciated PBL as a learning tool that is in accordance with findings from other studies done in different medical schools [6,18,19]. The present study also showed a high sense of ASC and a moderate level of ILOC which could be attributed to their appreciation of PBL as evidenced by the statistically significant positive correlation between students’ attitude towards PBL with ASC and LOC reported in the current study.…”

Section: Discussionsupporting

confidence: 92%

Attitude towards problem-based learning and its relationship with locus of control and academic self-concept among medical students

Abdalla

Abdelal²,

Soon

2019

Korean J Med Educ

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Purpose This study aimed to assess the degree of acceptance of problem-based learning (PBL) among phase one medical students and its association with academic self-concept (ASC) and internal locus of control (ILOC). Methods A 5-point Likert scale valid and reliable questionnaire assessing the attitude towards PBL, ASC, and ILOC was given to phase one medical students at MAHSA University. Data were analysed using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA). Results Out of 255 participants, there were 84 males and 171 females, 175 Malaysians and 80 non-Malaysians. The results showed an overall acceptance of PBL with a mean of 3.7±0.07, ASC of 3.5±0.05 and ILOC of 2.9±0.05. Females showed a higher significant acceptance of PBL, ASC, and ILOC as compared with males. There was no difference between Malaysians and non-Malaysians in any of the variables measured. Simple regression analysis revealed a significant predictive effect of acceptance of PBL on ASC and ILOC (r=0.44 and r=0.88, respectively). Conclusion The higher the acceptance of PBL among students, the higher is the ASC and ILOC. This reflects the importance of PBL as a teaching method as well as the importance of increasing the level of appreciation of PBL amongst students.

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Section: Discussionsupporting

confidence: 92%

Attitude towards problem-based learning and its relationship with locus of control and academic self-concept among medical students

Abdalla

Abdelal²,

Soon

2019

Korean J Med Educ

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“…This enables students to retain information which can be greater applied for use in future practice, rather than primarily learning for examination purposes. Moreover, this teaching style concurs with Yeo and Chang’s study regarding the impact of PBL on student satisfaction, where synchronicity with ongoing lectures can improve curricula perception [ 5 ].…”

Section: Main Textsupporting

confidence: 85%

How can educators improve the perception of happiness for pre-clinical medical students?

et al. 2020

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As medical students, we recognise how the various stages of medical school can influence one’s perception of their educational environment, as illustrated by the work of Yoo and Kim. Throughout this article, via the exploration of reviewed literature and personal experience, we provide a critical perspective into the significance of enhancing student happiness within pre-clinical periods of the medical curriculum. Here, we highlight the refinements and safeguards available which we believe should be taken into consideration by educators.

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“…16 The emerging themes in student reflections are similar to other published studies. 17,18 Team based learning, collaboration, innovative learning method, quest for knowledge, long term retention have been reported earlier. Social accountability is a novel soft skill that emerged in student reflections.…”

Section: Discussionmentioning

confidence: 91%

Evaluation of hybrid problem-based learning in large classrooms: a qualitative and quantitative analysis

Kharay¹,

Sharma²,

Bansal³

2018

Int J Res Med Sci

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Background: Problem Based Learning (PBL) for teaching preclinical sciences has been proposed in curricular reform by Medical Council of India. PBL is a student-centred approach, enabling deep and transformative student learning. A 'hybrid' approach to PBL uses a range of class-based teaching methods; delivering a mode of PBL which is less resource intensive and more flexible than 'pure' PBL. In hybrid PBL, problems are solved in groups, but lectures are used to present the fundamental concepts and difficult topics. Our institution follows a traditional lecturebased curriculum. The present cohort study was undertaken to determine student and faculty perceptions for hybrid PBL as well as impact on student engagement. Methods: Hybrid PBL method was implemented for one cohort of hundred first year medical students. Previous batch was used as control taught by traditional lecture-based curriculum alone. Methodological triangulation design was employed for impact of hybrid PBL on student engagement (attendance scores-Chi square) and student and faculty perception to hybrid PBL (reflections-grounded theory) Results: The mean attendance score of MBBS batch 2016 was significantly better than batch 2015 (p=0.0001). The emerging themes in student reflections were innovative method, collaborative learning, quest for knowledge, promote long term retention and links to real-life scenario. Acquisition of soft skills (social and moral responsibility) was novel emerging theme in student reflections. Active student participation and improved critical thinking were themes expressed in faculty perceptions. Conclusions: Hybrid PBL with small groups is successful in large classrooms. Introduced at the initial phase of undergraduate medical education, it can assist robust self-appraisal in students and strengthen soft skills.

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Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea

Cited by 11 publications

References 16 publications

Attitude towards problem-based learning and its relationship with locus of control and academic self-concept among medical students

Attitude towards problem-based learning and its relationship with locus of control and academic self-concept among medical students

How can educators improve the perception of happiness for pre-clinical medical students?

Evaluation of hybrid problem-based learning in large classrooms: a qualitative and quantitative analysis

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