Abstract
This article was migrated. The article was not marked as recommended. Aim : Problem-based learning(PBL) is a widely accepted teaching and learningmethod being used in most accredited medical schools. Phramongkutklao College of Medicine routinely utilized this powerful method. This paper involves the use of problem-based learning in teaching malaria sessionduring parasitology course. From our experience, there is a number of contributing factor to the success of PBL.The objective of this study is to critically explore students and teachers' perspectives on factors influencing PBL at our institution. Methods : A cross-sectional study was performed on 204 medical students and 25 medical educators. Demographic data and perceptions toward PBL were obtained using electronic standardized questionnaire in 5 score rating scale. The questions were divided into 6 categories: objective and content, stress and anxiety, teachers' role, group work attitude, self-preparation and self-assessment. Independent T-test was used to compare means between students' and teachers' perspectives. Exploratory factor analysis (EFA) was used to explore loading factor of each factor. Results : The Cronbach's alpha revealed that the questionnaire was generally reliable (0.78). Objective and content (p-value 0.003), students' preparation (p-value 0.005) and student assessment (p-value 0.026) had significantly different view between students and teachers while the other topics shared parallel view by both groups. In addition, student assessment (λ = 0.84), student's preparation (λ = 0.83) and attitudes in group work (λ = 0.82) have high impact over PBL. Conclusions : It can be concluded that, both students and teachers had generally good attitude toward PBL. We concluded that good attitude and preparation in problem-based learning session from both students and teachers are vital to good quality and successfulness in implementation of problem-based learning.
Highlights
MethodsA cross-sectional study was performed on 204 medical students and 25 medical educators
Problem-based learning (PBL) is one of widely accepted educational method in medical education
We concluded that good attitude and preparation in problem-based learning session from both students and teachers are vital to good quality and successfulness in implementation of problem-based learning
Summary
1. Study design A cross-sectional study was designed to assess the factors affecting PBL from both students’ and teachers’ perspectives at Phramongkutklao College of Medicine. The subjects were divided into two groups which were medical students and teachers. The first group; medical students in third, fourth and fifth year who had experienced the PBL topic ‘malaria’ during their third year class. The 5-score rating scale questionnaire itself was divided into 6 topics representing factors that had influence over PBL. 4. Data analysis and interpretation We used a reliable statistic program to evaluate the perspectives of students and teachers toward factors affecting PBL. Independent T-test was used to compare between students’ and teachers’ perspectives toward 6 factors influencing PBL. Loading factor of 0.80 or higher would be considered to have high impact over students’ and teachers’ perspective
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