Abstract
This cross-sectional study aims to determine the effect of a Problem Based Learning (PBL) scenario on positive -negative affects and empathic tendency of first year medical students. The Positive and Negative Affect Schedule (PANAS), Empathic Tendency Scale (ETS) was applied before and after the PBL sessions. The PA, NA and ETS Scale scores in pre and post tests were 30.29±7.50 and 32.04±6.50 (p=0.02); 18.03±5.94 and 17.31±6.36 (p=0.38), and 69.06±9.28 and 69.21 ±9.04 (p=0.81), respectively. This scenario significantly increased positive affect of medical students. There was also an increase in empath ic tendency and a decrease in negative affect of males.
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