The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia.

Ni Ni Win,Daw Khin Win,Vishna Devi V Nadarajah

doi:10.3352/jeehp.2015.12.17

Abstract

Purpose:Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness.Methods:This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students’ perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work.Results:Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students’ motivation, cognitive skills, and perceived pressure to work (P<0.05). The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001).Conclusion:The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.

Highlights

Problem-based learning (PBL) has been implemented in many universities worldwide since it was first developed at McMaster University in Canada
The aim of this study was to determine the effectiveness of PBL in collaborative groups, both with and without available learning resources, on student learning, as assessed by a questionnaire dealing with motivation, cognitive skills, and perceived pressure to work
Significant differences were found in the motivation domain, indicating that PBL in collaborative groups encourages participation and increases learning

Summary

Introduction

Problem-based learning (PBL) has been implemented in many universities worldwide since it was first developed at McMaster University in Canada. Motivated by the lack of some of the above prerequisites, we propose an alternative implementation of PBL in collaborative groups for programs that may lack resources such as trained instructors and PBL rooms. In this method, students are divided into groups of four or five students per table and arranged in separate groups in a seminar room. The aim of this study was to determine the effectiveness of PBL in collaborative groups, both with and without available learning resources, on student learning, as assessed by a questionnaire dealing with motivation, cognitive skills, and perceived pressure to work

Objectives

Methods

Results

Conclusion