Comparing the Views on Problem-Based Learning from Medical Education Students in Zhengzhou University in China and the University of Bristol in the UK

Xiaoyin Liu

doi:10.5539/ies.v14n1p28

Abstract

Problem-based learning (PBL), as a student-centred learning method, refers to students actively participating in a group scenario to solve open-end problems. This study aims to compare the students&rsquo; attitudes on PBL in Zhengzhou University and the University of Bristol. This study adopts qualitative methods. By conducting semi-structured interviews with eight participants, four from Zhengzhou University and the others from the University of Bristol. Overall, the results of the study indicated that students from both two universities are overall satisfied with PBL because of its contribution to deeper understanding of medical knowledge and skill development and they all think that the quality of group discussion and the efficiency of PBL classes need to be improved. In terms of the different views from two universities, when it comes to the biggest benefit of PBL, students from Zhengzhou University are more likely to choose clinical thinking, while students from the University of Bristol are more satisfied with the deep understanding on medical knowledge. Unexpectedly, although Zhengzhou University has implemented PBL for fewer years than the University of Bristol, students are more satisfied with and motivated in PBL classes than those of the University of Bristol.

Highlights

Student-centred learning means that learners actively and autonomously participate in learning (O’Neill & McMahon, 2005), which is opposed to traditional teacher-centred learning
In terms of positive views, they mentioned that Problem-based learning (PBL) gave them learning motivation, helped them in acquiring medical knowledge and skills and got them closer to tutors
All participants from Zhengzhou University said that they preferred to study in PBL classes compared with traditional teaching classes as PBL provided with them an innovative learning experience and motivated them to learn more

Summary

Introduction

Student-centred learning means that learners actively and autonomously participate in learning (O’Neill & McMahon, 2005), which is opposed to traditional teacher-centred learning. Problem-based learning (PBL) as one of the student-centred learning methods refers to encouraging students to solve open-end problems in a group scenario (Hmelo-Silver, 2004). Previous literature shows that PBL assessment is usually done on the basis of students’ academic performance or views from teachers or institutions rather than on the opinions of students. It is crucial to explore the students’ perspectives on PBL classes because students are the direct audience of experiential in the process of teaching. The purpose of this study is to compare students’ views of PBL in Zhengzhou University and the University of Bristol, which are the leading universities in China and the UK respectively. The research question is what are the similarities and differences of students’ perspectives on PBL at Zhengzhou University and the University of Bristol?

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