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Problem-Based Learning: Medical Students’ Points of View

Year 2020, , 54 - 72, 30.08.2020
https://doi.org/10.25282/ted.592884

Abstract

Background: Problem Based Learning(PBL) is a student centered active learning method. PBL plays a critical role in development of self regulated learning skills and increasing learning motivation of students as well as the inspiration of problem solving skills. The aim of the study was to evaluate medical students’ perceptions concerning the process and outcomes of PBL in Dokuz Eylul University Faculty of Medicine.
In order to evaluate the data; independent variables such as age, period and gender; dependent variables were perceptions of performance evaluations of in PBL sessions, PBL processes, the factors affecting PBL processes in the faculty, PBL's outcomes of students were used.
The study hypothesis is based on the fact that students PBL outcomes and performance perceptions are in favor of Grade 3 rather than Grade 1 and there is no meaningful difference between genders. The study is cross sectional and analytic.
Methods: At the end of 2015-2016 academic year, the students who completed Grade 1 and Grade 3 were given a quastionnaire form consisting of four different scales and open ended questions. The data collected in the study was analysed using SPSS 15.0 statistic program.
Results: It was determined that the students usually evaluated themselves as positive in terms of their performance in PBL sesions. In one parameter, it was seen that the points of female students WERE higher than male students. Compared with the evaluation points of performance based on PBL session, it was detected that Grade 3 students perceive their performance in a positive way to support “group dynamics” and their “verbal communication success”. It was also understood that all the students gave higher points than the avarage rate in all parameters concerning PBL outcomes.
Conclusions: In general, students evaluated their PBL performances and PBL benefits as positive. It would be appropriate to have a detailed evaluation of parameters which were given relatively lower points with qualitative and quantitative methods.

References

  • 1. Norman GR, Schmidth HG. Effectiveness of problem-based learning curricula: theory, practice and paper darts. Medical Education 2000; 34:721-728.
  • 2. Ward JD, Lee CL. A review of problem-based learning. Journal of Family and Consumer Sciences Education 2002; 20:16-26.3. Bate E, Hommes J, Duvıvıer R, Taylor DCM. Problem-based learning (PBL): Getting the most out of your students – their roles and responsibilities: AMEE Guide No. 84 2014; 36:1-12.
  • 4. Çelik S, Şenocak E, Bayrakçeken S, Taşkesenligil Y ve ark. Aktif öğrenme stratejileri üzerine bir derleme çalışması. Kazım Karabekir Eğitim Fakültesi Dergisi 2005; 11:155-185.
  • 5. Prince KJAH, Van Eijs PWLJ, Boshuizen HPA, Van der Vleuten CPM ve ark. General competencies of problem-based learning (PBL) and non-PBL graduates. Medical Education 2005; 39:394–401.
  • 6. Thomas RE. Problem-based learning: measurable outcomes. Medical Education 1997; 31:320-329.
  • 7. Norman GR, Schmidt HG. The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 1992, 67:557-565.
  • 8. Kılınç A. Probleme dayalı öğrenme. Kastamonu Eğitim Dergisi 2007; 15:561-578.
  • 9. Kong LN, Qin B, Zhou YQ, Mou SY, Gao HM. The effectiveness of problem-based learning on development of nursing students' critical thinking: a systematic review and meta-analysis, International Journal of Nursing Studies 2014 Mar;51(3):458-469.
  • 10. Ibrahim NK, Banjar S, Al-Ghamdi A, Al-Darmas M ve ark. Medical students’ preference of problem-based learning or traditional lectures in King Abdulaziz University, Jeddah, Saudi Arabia. Annals of Saudi Medicine 2014; 32:128-133.
  • 11. Musal B. Tıp eğitiminde program modelleri. Sayek İ, editor. Tıp Eğiticisi El Kitabı. 1. baskı, Ankara, Güneş Tıp Kitabevleri, 2015, 43-54.
  • 12. Musal B, Akalın E, Kılıç O, Esen A ve ark. Dokuz Eylül Üniversitesi Tıp Fakültesi probleme dayalı öğretim programı, süreçleri ve eğitim yönlendiricilerinin rolü. Tıp Eğitimi Dünyası 2002; 9:39-49.
  • 13. Musal B, Tokuç E. Probleme dayalı öğrenim: kavramlar ve gerekçeler. Tıp Eğitiminin Temelleri (Amin Z, Eng KH). Çeviri editörleri: Yıldırım M, Topal K. 2. baskı, Nobel Tıp Kitabevi, İstanbul, 2012.
  • 14. Davis MH, Harden RM. AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide. Medical Teacher 1999; 21:130-140.
  • 15. Schmidt HG, Vermeulen L, Molen HTV. Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Medical Education 2006; 40:562–567.
  • 16. Neville AJ, Norman GR. PBL in the undergraduate MD program at McMaster University: three iterations in three decade. Academic Medicine 2007; 82:370-374.
  • 17. Albanese MA, Mitchell SA. Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine 1993; 68:52-75.
  • 18. Saban A. Öğrenme öğretme süreci, 7.baskı, Ankara, Nobel Yayın Dağıtım, 2000.
  • 19. Choon M, Gwee E. Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century. Kaohsiung Journal Of Medical Sciences 2009; 25:231-239.
  • 20. Musal B, Taskiran C, Kelson A. Opinions of Tutors and Students about Effectiveness of PBL in Dokuz Eylul University School of Medicine. Med Educ Online (serial online) 2003; 8:16.
  • 21. Mutasim E. Ibrahim, Abdullah M. Al-Shahrani, Mohamed E. Abdalla, Inshirah M. Abubaker, Mohamed E. Mohamed (2018).The Effectiveness of Problem-based Learning in Acquisition of Knowledge, Soft Skills During Basic and Preclinical Sciences: Medical Students’ Points of View. Acta Inform Med, 26(2): 119-124.
  • 22. Musal B, Taskiran C, Gursel Y, Ozan S, Timbil S, Velipasaoglu S. An Example of Program Evaluation Project in Undergraduate Medical Education. Educ Health 2008;21:113.
  • 23. Musal B. Dokuz Eylül Üniversitesi Tıp Fakültesi program değerlendirme çalışmaları kapsamında eğitim yönlendiricilerinin PDÖ programı konusundaki görüşleri. Tıp Eğitimi Dünyası 2016; 46:28-34.
  • 24. Velipaşaoğlu S, Musal B. Probleme dayalı öğrenim süreci, işleyişi ve kazanımlarına ilişkin ölçek geliştirme çalışmaları. Tıp Eğitimi Dünyası 2017; 48:5-28.
  • 25. Krasne S, Stevens CD, Wilkerson L. Improving medical literature sourcing by first-year medical students in problem-based learning: outcomes of early interventions. Academic Medicine 2014; 89:1069-1074.
  • 26. AlHaqwi AI. Learning outcomes and tutoring in problem based-learning: how do undergraduate medical students perceive them? International Journal of Health Sciences 2014; 8:125-132.
  • 27. Schmidt HG, Loyens SMM. Problem-based learning is compatible with human cognitive architecture: commentary on Kirschner, Sweller, and Clark. Educational Psychologist 2007; 42:91–97.
  • 28. Caplow JA, Donaldson JF, Kardash C, Hosokawa M. Learning in a problem-based medical curriculum: students’ conceptions. Medical Education 1997; 31:440–447.
  • 29. Schmidt HG, Moust JHC. What makes a tutor effective? A structural equations modelling approach to learning in problem-based curricula. Annual Meeting of the American Educational Research Association, San Francisco, 1995, 1-14.
  • 30. Sockalingam N, Rotgans J, Schmidt HG. Student and tutor perceptions on attributes of effective problems in problem-based learning. Higher Education 2011; 62:1-16.
  • 31. Chng E, Yew E, Schmidt HG. To what extent do tutor-related behaviours influence student learning in PBL? Advances in Health Sciences Education 2011; 16:491–503.
  • 32. Reznich CB, Werner E. Facilitators' influence on student PBL small group session online information resource use: a survey. BMC Medical Education 2004, 4:1-5.
  • 33. Oda Y, Onishi H, Sakemi T. Effectiveness of student tutors in problem-based learning of undergraduate medical education. Tohoku Journal of Experimental Medicine 2014; 232:223-227.
  • 34. Koh GCH, Khoo HE, Wong ML, Koh D. The effects of problem-based learning during medical school on physician competency: a systematic review. Canadian Medical Association Journal 2008; 178:34-41.
  • 35. Lee M, Wimmers PF. Validation of a performance assessment instrument in problem-based learning tutorials using two cohorts of medical students. Advances in Health Sciences Education 2016; 21:341-357.
  • 36. Nandi PL, Chan JNF, Chan CPK, Chan P ve ark. Undergraduate medical education: comparison of problem-based learning and conventional teaching. Hong Kong Medical Journal 2000; 6:301-306.
  • 37. Okubo Y, Matsushita M, Takakuwa Y, Yoshioka T ve ark. Longitudinal PBL in undergraduate medical education develops lifelong-learning habits and clinical competencies in social aspects. Tohoku Journal of Experimental Medicine 2016; 238:65-74.

Öğrenci Bakış Açısıyla Probleme Dayalı Öğrenim

Year 2020, , 54 - 72, 30.08.2020
https://doi.org/10.25282/ted.592884

Abstract

Giriş: Probleme Dayalı Öğrenim (PDÖ), merkezinde öğrencinin olduğu bir aktif eğitim yöntemidir. PDÖ’nün öğrencilerin kendi kendine öğrenme becerilerini ve öğrenme motivasyonlarını arttırması, problem çözme becerisi kazandırması gibi önemli kazanımları vardır. Bu çalışmada PDÖ eğitim modeli uygulanan bir fakülte olan Dokuz Eylül Üniversitesi Tıp Fakültesinde öğrencilerin PDÖ süreçleri işleyişi ve kazanımlarına ilişkin algılarının değerlendirilmesi amaçlanmıştır.
Bu değerlendirmeleri yapabilmek ve verilere ulaşabilmek için, bağımsız değişkenler olarak yaş, dönem ve cinsiyet; bağımlı değişkenler olarak PDÖ oturumlarındaki performanslara ilişkin algılar, PDÖ süreçlerini etkileyen etmenlerin önem derecesinin değerlendirilmesi, PDÖ süreçlerini etkileyen etmenlerin fakültedeki uygulama düzeylerine ilişkin değerlendirmeler, PDÖ’nün öğrencilere sağladığı kazanımlara ilişkin değerlendirmeler kullanılmıştır. Çalışma hipotezi öğrencilerin PDÖ kazanımları ve performans algılarının Dönem 1’e göre Dönem 3 lehine yüksek olduğu ve cinsiyetler arasında anlamlı fark olmadığı temeline dayandırılmıştır.
Araştırma kesitsel ve analitik tiptedir.
Gereç ve Yöntem: 2015-2016 akademik yılı sonunda Dönem 1 ve 3 programını tamamlayan öğrencilere dört ölçek ve açık uçlu sorulardan oluşan bir anket formu uygulanmıştır. Araştırmada elde edilen veriler, SPSS 15.0 istatistik programı kullanılarak analiz edilmiştir.

Bulgular: PDÖ oturumlarındaki performansları açısından kendilerini genel olarak olumlu değerlendirdikleri saptanmıştır. Bir parametrede kadın öğrencilerin puanının erkek öğrencilere göre daha yüksek olduğu görülmüştür. Dönemlere göre PDÖ oturumlarındaki performanslarına ilişkin puanları karşılaştırıldığında; Dönem 3 öğrencilerinin Dönem 1 öğrencilerine göre ‘sözel iletişimde başarı’ ve ‘grup dinamiklerini destekleyecek şekilde davranma’ açılarından performanslarını daha olumlu algıladıkları saptanmıştır.
PDÖ’nün kazanımları konusunda tüm parametrelerde öğrencilerin orta değer üzerinde puanlar verdikleri belirlenmiştir.
Sonuç: Öğrencilerin genel olarak PDÖ kazanımları ve performanslarını olumlu değerlendirdikleri anlaşılmıştır. Göreli olarak düşük puan verilen öğelerin nicel ve nitel yöntemlerle daha ayrıntılı olarak değerlendirilmesinin uygun olacağı düşünülmektedir.

References

  • 1. Norman GR, Schmidth HG. Effectiveness of problem-based learning curricula: theory, practice and paper darts. Medical Education 2000; 34:721-728.
  • 2. Ward JD, Lee CL. A review of problem-based learning. Journal of Family and Consumer Sciences Education 2002; 20:16-26.3. Bate E, Hommes J, Duvıvıer R, Taylor DCM. Problem-based learning (PBL): Getting the most out of your students – their roles and responsibilities: AMEE Guide No. 84 2014; 36:1-12.
  • 4. Çelik S, Şenocak E, Bayrakçeken S, Taşkesenligil Y ve ark. Aktif öğrenme stratejileri üzerine bir derleme çalışması. Kazım Karabekir Eğitim Fakültesi Dergisi 2005; 11:155-185.
  • 5. Prince KJAH, Van Eijs PWLJ, Boshuizen HPA, Van der Vleuten CPM ve ark. General competencies of problem-based learning (PBL) and non-PBL graduates. Medical Education 2005; 39:394–401.
  • 6. Thomas RE. Problem-based learning: measurable outcomes. Medical Education 1997; 31:320-329.
  • 7. Norman GR, Schmidt HG. The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 1992, 67:557-565.
  • 8. Kılınç A. Probleme dayalı öğrenme. Kastamonu Eğitim Dergisi 2007; 15:561-578.
  • 9. Kong LN, Qin B, Zhou YQ, Mou SY, Gao HM. The effectiveness of problem-based learning on development of nursing students' critical thinking: a systematic review and meta-analysis, International Journal of Nursing Studies 2014 Mar;51(3):458-469.
  • 10. Ibrahim NK, Banjar S, Al-Ghamdi A, Al-Darmas M ve ark. Medical students’ preference of problem-based learning or traditional lectures in King Abdulaziz University, Jeddah, Saudi Arabia. Annals of Saudi Medicine 2014; 32:128-133.
  • 11. Musal B. Tıp eğitiminde program modelleri. Sayek İ, editor. Tıp Eğiticisi El Kitabı. 1. baskı, Ankara, Güneş Tıp Kitabevleri, 2015, 43-54.
  • 12. Musal B, Akalın E, Kılıç O, Esen A ve ark. Dokuz Eylül Üniversitesi Tıp Fakültesi probleme dayalı öğretim programı, süreçleri ve eğitim yönlendiricilerinin rolü. Tıp Eğitimi Dünyası 2002; 9:39-49.
  • 13. Musal B, Tokuç E. Probleme dayalı öğrenim: kavramlar ve gerekçeler. Tıp Eğitiminin Temelleri (Amin Z, Eng KH). Çeviri editörleri: Yıldırım M, Topal K. 2. baskı, Nobel Tıp Kitabevi, İstanbul, 2012.
  • 14. Davis MH, Harden RM. AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide. Medical Teacher 1999; 21:130-140.
  • 15. Schmidt HG, Vermeulen L, Molen HTV. Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Medical Education 2006; 40:562–567.
  • 16. Neville AJ, Norman GR. PBL in the undergraduate MD program at McMaster University: three iterations in three decade. Academic Medicine 2007; 82:370-374.
  • 17. Albanese MA, Mitchell SA. Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine 1993; 68:52-75.
  • 18. Saban A. Öğrenme öğretme süreci, 7.baskı, Ankara, Nobel Yayın Dağıtım, 2000.
  • 19. Choon M, Gwee E. Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century. Kaohsiung Journal Of Medical Sciences 2009; 25:231-239.
  • 20. Musal B, Taskiran C, Kelson A. Opinions of Tutors and Students about Effectiveness of PBL in Dokuz Eylul University School of Medicine. Med Educ Online (serial online) 2003; 8:16.
  • 21. Mutasim E. Ibrahim, Abdullah M. Al-Shahrani, Mohamed E. Abdalla, Inshirah M. Abubaker, Mohamed E. Mohamed (2018).The Effectiveness of Problem-based Learning in Acquisition of Knowledge, Soft Skills During Basic and Preclinical Sciences: Medical Students’ Points of View. Acta Inform Med, 26(2): 119-124.
  • 22. Musal B, Taskiran C, Gursel Y, Ozan S, Timbil S, Velipasaoglu S. An Example of Program Evaluation Project in Undergraduate Medical Education. Educ Health 2008;21:113.
  • 23. Musal B. Dokuz Eylül Üniversitesi Tıp Fakültesi program değerlendirme çalışmaları kapsamında eğitim yönlendiricilerinin PDÖ programı konusundaki görüşleri. Tıp Eğitimi Dünyası 2016; 46:28-34.
  • 24. Velipaşaoğlu S, Musal B. Probleme dayalı öğrenim süreci, işleyişi ve kazanımlarına ilişkin ölçek geliştirme çalışmaları. Tıp Eğitimi Dünyası 2017; 48:5-28.
  • 25. Krasne S, Stevens CD, Wilkerson L. Improving medical literature sourcing by first-year medical students in problem-based learning: outcomes of early interventions. Academic Medicine 2014; 89:1069-1074.
  • 26. AlHaqwi AI. Learning outcomes and tutoring in problem based-learning: how do undergraduate medical students perceive them? International Journal of Health Sciences 2014; 8:125-132.
  • 27. Schmidt HG, Loyens SMM. Problem-based learning is compatible with human cognitive architecture: commentary on Kirschner, Sweller, and Clark. Educational Psychologist 2007; 42:91–97.
  • 28. Caplow JA, Donaldson JF, Kardash C, Hosokawa M. Learning in a problem-based medical curriculum: students’ conceptions. Medical Education 1997; 31:440–447.
  • 29. Schmidt HG, Moust JHC. What makes a tutor effective? A structural equations modelling approach to learning in problem-based curricula. Annual Meeting of the American Educational Research Association, San Francisco, 1995, 1-14.
  • 30. Sockalingam N, Rotgans J, Schmidt HG. Student and tutor perceptions on attributes of effective problems in problem-based learning. Higher Education 2011; 62:1-16.
  • 31. Chng E, Yew E, Schmidt HG. To what extent do tutor-related behaviours influence student learning in PBL? Advances in Health Sciences Education 2011; 16:491–503.
  • 32. Reznich CB, Werner E. Facilitators' influence on student PBL small group session online information resource use: a survey. BMC Medical Education 2004, 4:1-5.
  • 33. Oda Y, Onishi H, Sakemi T. Effectiveness of student tutors in problem-based learning of undergraduate medical education. Tohoku Journal of Experimental Medicine 2014; 232:223-227.
  • 34. Koh GCH, Khoo HE, Wong ML, Koh D. The effects of problem-based learning during medical school on physician competency: a systematic review. Canadian Medical Association Journal 2008; 178:34-41.
  • 35. Lee M, Wimmers PF. Validation of a performance assessment instrument in problem-based learning tutorials using two cohorts of medical students. Advances in Health Sciences Education 2016; 21:341-357.
  • 36. Nandi PL, Chan JNF, Chan CPK, Chan P ve ark. Undergraduate medical education: comparison of problem-based learning and conventional teaching. Hong Kong Medical Journal 2000; 6:301-306.
  • 37. Okubo Y, Matsushita M, Takakuwa Y, Yoshioka T ve ark. Longitudinal PBL in undergraduate medical education develops lifelong-learning habits and clinical competencies in social aspects. Tohoku Journal of Experimental Medicine 2016; 238:65-74.
There are 36 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Original Article
Authors

Hayriye Dilek Akdogan 0000-0001-6864-4839

Serpil Velipaşaoğlu 0000-0001-8635-3293

Berna Musal

Publication Date August 30, 2020
Submission Date July 17, 2019
Published in Issue Year 2020

Cite

Vancouver Akdogan HD, Velipaşaoğlu S, Musal B. Öğrenci Bakış Açısıyla Probleme Dayalı Öğrenim. TED. 2020;19(58):54-72.