Academic Journal
Evaluation of Problem-Based Learning implementation in a College of Medicine, Kingdom of Saudi Arabia: a cross sectional comparative study
| العنوان: | Evaluation of Problem-Based Learning implementation in a College of Medicine, Kingdom of Saudi Arabia: a cross sectional comparative study |
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| المؤلفون: | Manahel A. Almulhem, Jwaher A. Almulhem |
| المصدر: | BMC Medical Education, Vol 22, Iss 1, Pp 1-12 (2022) |
| بيانات النشر: | BMC, 2022. |
| سنة النشر: | 2022 |
| المجموعة: | LCC:Special aspects of education LCC:Medicine |
| مصطلحات موضوعية: | PBL, Problem-based learning, Perspectives, Medical students, Facilitators, Small group learning, Special aspects of education, LC8-6691, Medicine |
| الوصف: | Abstract Background Problem-Based Learning (PBL) is an innovative student-centered learning method that has been implemented in numerous medical colleges worldwide. However, the newly adopting PBL institutes may face challenges during its implementation. This study aims to evaluate PBL implementation in the medical college of Imam Abdulrahman bin Faisal University (IAU) from the facilitators’ and students’ perspectives. Methods This is a cross-sectional study using a quantitative self-administered online questionnaire. The questionnaire evaluated PBL implementation using the three scales: small group learning, problem case scenario, and facilitator role. A total of 52 facilitators and 1289 students (from second to sixth years) were invited to participate in the study at the end of the 2019–2020 academic year. Results Forty-six facilitators (88.46%) and 324 students (25.13%) responded to the questionnaire. There was an overall positive evaluation of PBL implementation. However, the facilitators’ rating was significantly higher than the students’ rating across the three scales. Regarding the small group learning, a significant difference was found between types of facilitation status (p = 0.017) and between trained and not trained facilitators (p = 0.029). In respect to the problem case scenario, there was a significant difference based on the types of facilitation status (p = 0.017) and facilitating tutorials related to the facilitator’s specialty (p = 0.004). Regarding the facilitator role, a significant difference was found between the academic year they had facilitated (p = 0.032). Female students rated the three scales significantly higher than male students (p |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | English |
| تدمد: | 1472-6920 |
| Relation: | https://doaj.org/toc/1472-6920 |
| DOI: | 10.1186/s12909-022-03347-1 |
| URL الوصول: | https://doaj.org/article/bea1cea864ca46da87667329cb58cf62 |
| رقم الانضمام: | edsdoj.bea1cea864ca46da87667329cb58cf62 |
| قاعدة البيانات: | Directory of Open Access Journals |
Full Text Finder | تدمد: | 14726920 |
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| DOI: | 10.1186/s12909-022-03347-1 |