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Abstract
Objective:Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL.Methods:A total of 150 first and second year medical students from the University Kebangsaan Malaysia were interviewed with a validated set of questions to acquire their views on the roles of facilitators in PBL in learning Medical Biochemistry. Their achievement were evaluated through their essay marks derived from various PBL packages.Results:All respondents agreed that PBL sessions associated with Medical Biochemistry are best appreciated when conducted by a content-expert facilitator. Their exam marks reflected well on their perception.Conclusion:PBL sessions related to Medical Biochemistry is best facilitated by Biochemistry lecturers as the content experts.
Highlights
Problem-Based Learning (PBL) is a studentcentred learning introduced in the late 1960s to develop problem solving skills as well as to instil1
Students were asked with a set of open-ended questions, which has been validated by two independent experts, regarding the effectiveness of having content experts as facilitator in PBL as a part of their teaching learning method
The data and outcomes of the interviews were summarised and outlined as below: PBL as a preferred teaching learning method in University Kebangsaan Malaysia (UKM): Students were first asked whether they appreciated PBL as a part of the teaching learning method in learning Medical Biochemistry
Summary
Problem-Based Learning (PBL) is a studentcentred learning introduced in the late 1960s to develop problem solving skills as well as to instil. A group of 10 to 12 students are facilitated by lecturers from different departments in the Faculty of Medicine. Gathered information is discussed, analysed and summarised by the students in the second PBL session to resolve the learning issues. The performance of students including their ability to hypothesise, explain, discuss and search for information is assessed by facilitators using a standard scoring sheet prepared by the Department of Medical Education, UKM. Each of the PBL components plays a crucial role in order to meet the objectives to develop an effective reasoning process, self-directed learning skills, increase motivation for lifelong learning, interpersonal and communication skills to connect new information to previous knowledge[7]. As part of fulfilling the objectives of PBL in promoting self-directed learning, contribution from the facilitators towards the group discussion is expected to be very minimal. Revolving on the facilitators as our main concern in enabling the students to reach the learning outcome, this study was designed to explore the perception of UKM medical students towards the necessity of having content experts as their facilitators during PBL as compared to the non-content facilitator, as underlined in the principle of PBL and to evaluate the effectiveness of having the content expert to their examination marks respectively
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