Students In Problem-based Learning Curriculum Research Articles

Perceptions and Experiences of Pursuing Research Among Medical Students in Problem-Based Learning Curriculum: A Cross-Sectional Study from Qatar.

Early introduction to research prepares medical students for the practice of evidence-based medicine. Few studies have examined the experiences of research among medical students in the Arab region. This study assesses medical students' experiences in pursuing research at the national College of Medicine (CMED) in the state of Qatar. This cross-sectional study was conducted using an online questionnaire distributed through Google Forms. The inclusion criteria called for students over 18 years old enrolled in the college in Years 2 to 6 (pre-clinical and clinical phases) during the spring semester of 2022. The questionnaire included 5 sections with multiple-choice questions and 5-point Likert-scale questions. The questionnaire was validated using esperts review and by piloting it on 10% of the eligible students. STATA 17.0 was used to perform the statistical analysis, which involved a logistic regression and Mann-Whitney U test. The study had 179 student participants (over half of the eligible group). Half were in the preclinical phase, and half were in the clinical phase. Approximately half had published at least 1 paper. For voluntary research, the main motivators were passion and positive past experiences, while the main demoralizer was inadequate time. For mandatory medical-student research, supervisor help was the main facilitator, and an academic load leaving insufficient time for research was the main barrier. The factors positively influencing voluntary research participation were being older, being male, studying in a more advanced program phase, and having a lower score for negative attitudes toward research. The main limitation of the study was the inclusion of only 1 medical school with 1 type of curriculum. Our findings suggest that better research experience can be ensured by providing space, time, and proper academic and moral support to students. The authors believe that doing so will indirectly positively affect the future translation of skills in evidence-based medicine into clinical practice.

Pharmacology and therapeutics resource session attendance and academic performance of pre-clerkship medical students in problem-based learning curricula

BackgroundThe relationship between large-group classroom attendance by students and test achievement in problem-based learning (PBL) curricula is unclear. This study examined the correlation between attendance at resource sessions (hybrid lectures in the PBL curriculum) and test scores achieved in pharmacology and determined whether the score achieved was related to student gender.MethodsA cross-sectional observational study over one academic year of 1404 pre-clerkship medical students was performed. Class attendance during pharmacology resource sessions and MCQ test scores achieved in pharmacology were analysed.ResultsThe percentage of students’ attendance in resource sessions declined over three years of the programme, from 78.7 ± 27.5 in unit I to 22.1 ± 35.6 (mean ± SD) in unit IX. A significant but weakly positive correlation was evident between attendance and achievement in pharmacology (r = 0.280; p < 0.0001). The mean score of the students who attended > 50% of the resource sessions was significantly higher (p < 0.0001). Students who attended ≤50% were more likely to achieve lower tertile scores. The mean score achieved and the number of higher tertile scorers were higher among students who attended > 50% of the resource sessions. Although female students’ attendance was significantly higher, no significant gender-related differences in either mean scores or top grades achieved were found.ConclusionsIn a PBL curriculum, the classroom attendance of students in pharmacology declined during the pre-clerkship phase. A weak positive correlation was found between attendance and academic achievement, as measured by MCQ test scores. Factors other than motivation and attendance may confound gender-based academic performance and merit further research.

Clinical Performances of Physical Therapist Students in Problem-Based, Mixed-Model, and Traditional Curricula

Background and Purpose. Problem-based learning (PBL) is a curricular approach that has gained significant popularity in physical therapist education. The major objective of physical therapist education is the preparation of competent clinicians. The purpose of this study was to determine whether differences existed between the clinical performance of physical therapist students in PBL curricula, mixed-model PBL curricula, and traditional curricula, as measured by the Physical Therapy Clinical Performance Instrument (CPI). Subjects. A total of 22 physical therapist education programs participated in this study. The total number of students participating was 110, with 20 in the PBL curriculum group, 40 in the mixed-model PBL curriculum group, and 50 in the traditional curriculum group. Methods. The mid-term CPI ratings for each student's first clinical education experience following completion of academic coursework during the 2002-2003 academic year were collected in a retrospective manner. An analysis of variance (ANOVA) was performed for each of the 24 CPI items to evaluate differences between the curriculum groups related to clinical performance. In addition, the mean overall CPI score was calculated for each subject, and an ANOVA was performed to analyze differences between curriculum groups. ANOVAs were performed to analyze differences between the 3 groups for subsets of CPI scores measuring professional behavior, clinical problem solving, and clinical skills. Results. No statistically significant differences between the means of the ratings for any of the 24 individual CPI items were found. This study found no statistically significant difference (F2 = .223, P > .05) in the mean overall CPI rating between the PBL curriculum group (mean = 86.95), the mixed-model PBL curriculum group (mean = 87.01), and the traditional curriculum group (mean = 85.32). In addition, this study found no statistically significant differences between the groups for the mean subset scores of professional behavior, clinical problem solving, and clinical skills. Discussion and Conclusion. There was no difference in clinical performance as measured by the CPI between physical therapy students in PBL curricula, mixed-model curricula, and traditional curricula. Additionally, there were no differences between groups for the subset scores of professional behavior, clinical problem solving, and clinical skills. Implementation of PBL as a curricular approach neither positively nor negatively affects CPI scores. PBL is clearly not the only alternative to traditional, lecturebased methodology. Prospective students and faculty should select a program that provides a good fit for their individual learning preferences.

The Impact of a Newly Implemented PBL Curriculum on the National Board of Chiropractic Examiners Part I Examinations at the National University of Health Sciences

Background: Performance differences between students of traditional lecture-based curricula and students of problem-based learning (PBL) curricula on standardized National Board Examinations have been studied. Purpose: To assess the impact and effectiveness of a change from a traditional lecture-based curriculum to a PBL curriculum. Methods: Student performance in a traditional lecture-based curriculum (entering class of 1997) was compared to student performance in a PBL curriculum (entering class of 1998) on the standardized National Board of Chiropractic Examiners Part I Examination. Results: There was a difference between the two curricula, with the PBL curriculum students outperforming the traditional lecture-based curriculum students on each individual part (d =. 36-.95) of the National Board Examination and overall (d =. 96). Conclusion: A comparison of student performance on a standardized National Board Examination has proved a useful tool at quantifying the impact of a newly implemented PBL curriculum.

The psychological basis of problem-based learning: a review of the evidence.

Several potential advantages for students' learning are claimed for problem-based learning (PBL). Students in PBL curricula may be more highly motivated; they may be better problem solvers and self-directed learners; they may be better able to learn and recall information; and they may be better able to integrate basic science knowledge into the solutions of clinical problems. Although some of these claims find theoretical support from the literature on the psychology of learning, to date there has been no review of the experimental evidence supporting the possible differences in students' learning that can be attributed to PBL. In this review article, the authors examine each claim critically in light of that evidence. They conclude that (1) there is no evidence that PBL curricula result in any improvement in general, content-free problem-solving skills; (2) learning in a PBL format may initially reduce levels of learning but may foster, over periods up to several years, increased retention of knowledge; (3) some preliminary evidence suggests that PBL curricula may enhance both transfer of concepts to new problems and integration of basic science concepts into clinical problems; (4) PBL enhances intrinsic interest in the subject matter; and (5) PBL appears to enhance self-directed learning skills, and this enhancement may be maintained.