Learning Outcomes and, Tutoring in Problem Based-Learning: How do Undergraduate Medical Students perceive them?
Abstract
Objectives: To explore opinions of undergraduate medical students regarding learning outcomes of the instructional strategy of Problem Based Learning (PBL). In addition their views will be sought about the role of tutors and qualities of effective tutors.
Method: This is a cross-sectional, questionnaire based study which was conducted in two colleges of Medicine, central region, Saudi Arabia during the period of 1st of April to 30th June 2012.
Results: One hundred seventy four undergraduate medical students participated in this study. Seventy percent of participants have indicated that PBL strategy contributed to the development of their knowledge, presentation skills, team work abilities, and accepting criticism from other colleagues. Regarding the tutors’ role in PBL tutorials, majority of participants (75%) indicated that this role is essential, nevertheless, only 58% of students indicated that this role is clear and well identified. Sixty three percent of participants preferred member role in the PBL tutorials and 80 percent of participants prefer both content and process expert tutors in the PBL tutorials. Significant statistical difference was noted between the views of students and their schools, gender, and study phase.
Conclusion: Majority of participants believe that PBL had a positive impact on the development of their cognitive, personal and teamwork skills. The view of students in this study and the available evidence suggest that tutor should have both qualities; content and process expertise, in order to have the best outcomes from the PBL tutorials.
Keywords: Problem Based Learning, Teaching, Undergraduate Medical Education.
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