Abstract
This study aimed to study whether the problem-based learning (PBL) as an educational strategy can be of great help in improving the quality of gross anatomy and the attitude of students towards the learning method in China. It was performed in Basic Science of Peking University Health Science Center. The study sample included 200 students and they were assigned to 20 groups. Data collection was done by a questionnaire survey and interview to examine the students’ learning attitudes and perceptions toward this platform as a possible learning tool. Data obtained were compared and the main themes were determined. At the end of data analyses, we gave feedback and evaluation. We found out the satisfaction of students with this learning method and the students’ interest and ability improvement after this teaching method. Also, we showed the problems and largest obstacle that the students face in this learning mode and their expectant evaluation method. The study clearly pointed out that the PBL benefits a lot for the students in the study of gross anatomy despite of the existing problems. In the future, we should implement PBL combined with the characteristics of traditional anatomy teaching in China.
Highlights
Problem-based learning (PBL)was first employed in the 1960s in the Medical Education Department at McMaster University (Distlehorst et al, 2005)
This study aimed to study whether the problem-based learning (PBL) as an educational strategy can be of great help in improving the quality of gross anatomy and the attitude of students towards the learning method in China
The questionnaire result showed that 45.22% of the students were more accustomed to traditional anatomy teaching method and relied on the lectures and demonstration from tutors
Summary
Problem-based learning (PBL)was first employed in the 1960s in the Medical Education Department at McMaster University (Distlehorst et al, 2005). It is striking the traditional teaching patterns in China now. PBL is an educational approach that challenges students to ‘learn to learn’ and work co-operatively in groups to seek solutions (Haghparast et al, 2007). In this process, small groups of students are presented with contextual situations and asked to define the problem, decide what skills and resources are necessary to investigate the problem and pose possible solutions. Tutors play the most important role in the success of students exposed to PBL (Bowman & Hughes, 2005)
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