Supporting traditional PBL with online discussion forums: A study from Qassim Medical School

Alamro, Ahmad; Schofield, Susie

doi:10.3109/0142159x.2012.656751

Cited by 40 publications

(38 citation statements)

References 27 publications

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“…The findings indicate that students at Saudi universities are satisfied with using ODFs (see Table 6). This finding supports the work of Alamro and Schofield (2012) and Altaf (2013), who revealed similar findings in the same context. It is also in line with the findings of Shana (2009), who found that students are satisfied with using ODFs alongside traditional learning in another context.…”

Section: Discussionsupporting

confidence: 82%

“…A high level of life commitments or engaging in the labour market may make those students with these particular demographics more satisfied with using ODFs than others where such obligations are the responsibility of the students. This finding is likely to be attributable to the flexibility in time and location when using ODFs (Al-Ismaiel, 2013;Alamro & Schofield, 2012;Bye, Smith, & Rallis, 2009;Cheung, Hew, & Ling Ng, 2008;Ismail, Mahmood, & Babiker, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…He found that almost half of them were using ODFs and had high level of satisfaction with its usage. A more pertinent study was conducted by Alamro and Schofield (2012) to evaluate student satisfaction with using ODFs alongside traditional learning in Qassim Medical School. The study found that most of students were satisfied with using ODFs.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It was divided into three main sections; demographic information, ICT use and experience, and student satisfaction with using ODFs. Items related to the satisfaction scale (eight items) were derived form from the literature (e.g., Alamro & Schofield, 2012;Algahtani, 2011;Garnham & Kaleta, 2002;Skelton, 2007). However, the assurance of the reliability of the student satisfaction scale is important (Pallant, 2011) and is a presupposed requirement for the measurement validity (Bryman, 2012).…”

Section: Instrumentmentioning

confidence: 99%

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Student Satisfaction with Using Online Discussion Forums at Saudi Universities

Alzahrani

2017

WJE

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This study aims to investigate student satisfaction with using online discussion forums (ODFs). It also aims to examine the relationships between student satisfaction with using ODFs and student demographics as well as with their experience with ICT and online education. Data are collected from 2171 students from four leading universities at Saudi Arabia through using an online survey. Overall, the results indicate that students are satisfied with using ODFs in their learning. In addition, student satisfaction with using ODFs had significant relationships with the majority of student demographics and experience with ICT variables. Interestingly, all student experience with online education variables had significant and positive relationships with student satisfaction with using ODFs. However, factors such the availability of the Internet, preference of traditional learning, life commitments, and experience with ICT and online education may affect student satisfaction with using ODFs.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

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Student Satisfaction with Using Online Discussion Forums at Saudi Universities

Alzahrani

2017

WJE

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“…Within the scope of the electronically implemented PBL applications in medical education, there are examples indicating that sharing learning material supporting classical face-to-face PBLs, online discussion platforms following the PBL sessions, clinical reasoning applications in which students are able to participate in at different times individually or in groups and multimedia scenarios, virtual patients are integrated to PBL sessions [4,7,[9][10][11][12][13]. In Dokuz Eylul Faculty of Medicine model, all of the steps in the classical PBL format were electronically actualized by the students in synchronized e-PBL sessions.…”

Section: Resultsmentioning

confidence: 99%

Application of an Electronic Problem-Based Learning System in Undergraduate Medical Education Program

Musal¹,

Keskın²,

Tuncel³

2017

J Health Med Inform

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Objective: The objective of this article is to introduce the e-PBL application experience of a medical faculty in undergraduate medical education program. Materials and methods:The special software for e-PBL application was developed and experienced. The application of e-PBL was carried out in the last two blocks of the Phase 3 program. During the last two blocks, third year students participated in the synchronized e-PBL sessions in small groups. After two years' pilot studies, E-PBL was applied to all third-year students during the Multisystem and Life Cycle blocks in the years, 2015 and 2016. Students engaged in the phases of PBL steps, orally and in written forms. Sessions were student-centered and tutors only undertook the duty of assessment by monitoring the groups externally and making use of the session records and reports.Results: During the first year application, in light of students' and tutors' feedbacks, external motivation sources were identified to be crucial for effective sessions. During the second year application, performance of the groups increased compared to the first year through the implementation of summative assessment criteria and there was a decrease in technical problems. Conclusion:Considering the advantages and restrictions of e-PBL application, a plan was made to carry out the same synthesis blocks at the end of the third year program for consecutive years.

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Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning

Sadik

Abdulmonem

2020

Anatomical Sciences Ed

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One of the major challenges facing anatomy educators is delivering the anatomy materials in fewer hours with a reduction of anatomy courses in the integrated curricula. The flipped classroom modality may be an innovative solution. However, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance. The present study aimed to determine the outcome of the flipped classroom based upon the level of student cognition. The study investigated performance on 17 multiple-choice anatomy questions as a part of the final examination of the musculoskeletal system module. The results were compared between the first-year female students of Qassim Medical College, specifically the flipped classroom group (46 students) of the academic year (2018-2019) and the traditional group (49 students) of the academic year (2017)(2018). The mean differences in the students' grades on the anatomy questions at the level of knowledge, application, and analysis using Cohen's d test were 0.43, 1.41, and 1.01, respectively. These results suggest the positive impact of flipping the students' classrooms on improving their levels of thinking according to Bloom's taxonomy. Perception surveys also revealed students' enthusiasm for the pre-class activities, leading to a better performance in the class with more engagement with their peers and teachers. The present study suggested that the flipped classroom modality can be performed to compensate for the reduction of anatomy educational hours. However, further studies are recommended to investigate the best practices of the flipped classroom that fit with the students' needs and workloads.

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Supporting traditional PBL with online discussion forums: A study from Qassim Medical School

Abstract: Blending e-learning with conventional PBL may help overcome student-perceived shortcomings of conventional PBL and improve the learning experience, making learning more interactive and interesting.

Cited by 40 publications

References 27 publications

Student Satisfaction with Using Online Discussion Forums at Saudi Universities

Student Satisfaction with Using Online Discussion Forums at Saudi Universities

Application of an Electronic Problem-Based Learning System in Undergraduate Medical Education Program

Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning

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