Research Journal of Pharmacy and Technology

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Acceptance of Problem-based Learning by Preclinical Students from a Public University and Its Impact on Their Learning


Affiliations
1 Faculty of Medicine and Health Science, University Malaysia Sarawak, Sarawak, Malaysia
2 Medical Faculty, University Sultan Zainal Abidin, Kuala Terengganu, Malaysia
3 Newcastle University Medicine Malaysia, Johor,, Malaysia
4 Faculty of Medicine, SEGi University Sibu Clinical Campus, Sarawak,, Malaysia
     

   Subscribe/Renew Journal


Introduction: In modern medical education, with its transformational changes, teacher-centered learning is transformed into student-centered learning. This shift has escalated so fast with momentum, and its value in teaching and learning has been evaluated in many ways. In the current scenario, problem-based learning (PBL) is a well-recognized effective method of teaching and learning. The credit goes to McMaster University in Hamilton, Ontario, Canada, for the establishment of PBL. In Malaysia, many medical schools have applied this method in their curriculum, one of which is University Malaysia, Sarawak (UNIMAS), which has also adopted PBL in its undergraduate curriculum since 1996. Purpose: The aim of this study is to determine the students’ acceptance of PBL and its positive and negative impact on their learning. Methodology: It was a cross-sectional study conducted to determine the acceptance of the students of PBL. The study population is selected using convenience sampling of 140 out of 148 pre-clinical year-2 students who were exposed to the PBL method, the focus group discussion (FGD) was conducted based on pre-framed questions to know the impact of PBL on the students’ learning. Results: Results showed that the respondents had the satisfaction and accepted PBL. Sixty students from 6 PBL groups were involved in FGD. Feedback from FGD revealed their difficulties with the conduction of 1st session of PBL, for instance, problems in searching resources, new learning environments and peers from different regions. There were positive responses spelled by the subjects that the PBL has improved their communication skills, critical thinking, and self-esteem. Conclusion: Overall the PBL has proved beneficial evidenced a positive impact on the learning process of medical students.

Keywords

Problem-based learning (PBL), acceptance, impact, focus group discussion (FGD)
Subscription Login to verify subscription
User
Notifications
Font Size


  • Inel D, Balim AG. The effects of using problem-based learning in science and technology teaching upon students' academic achievement and levels of structuring concepts. InAsia-Pacific Forum on Science Learning and Teaching 2010 Dec 1 (Vol. 11, No. 2, pp. 1-23). The Education University of Hong Kong, Department of Science and Environmental Studies.

  • Ali SS. Problem based learning: A student-centered approach. English language teaching. 2019; 12(5):73-8.

  • Udo JD, Nsit A, Onyebuchi DJ, North O. Revolutionizing teaching pedagogy for knowledge economy through project-based learning. African journal of educational foundations. 2021 Jan; 2(1): 2672-5660

  • Walton HJ, Matthews MB. Essentials of problem‐based learning. Medical education. 1989 Nov; 23(6):542-58.

  • Barrows HS. A taxonomy of problem‐based learning methods. Medical education. 1986 Nov; 20(6):481-6.

  • Barrows HS, Kelson AC. Problem-based learning in secondary education and the problem-based learning institute. Springfield, IL: Problem-Based Learning Institute.1995; 1(1):1-5.

  • Kolodner, J.L, Camp P.J, Crismond D, Fasse B, Gray J, Holbrook J, Puntambekar S, and Ryan M. Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design Into Practice. Journal of the Learning Sciences 2003; 12(4):495—547

  • Torp, L., & Sage, S. Problems as possibilities: Problem-based learning for K-12 education. Alexandria, VA: Association for Supervision and Curriculum Development.1998; pages 116 ISBN-0-8712-0297-2

  • Serin O, Serin NB, Saygılı G. The effect of educational technologies and material supported science and technology teaching on the problem solving skills of 5th grade primary

  • school student. Procedia-Social and Behavioral Sciences. 2009 Jan 1; 1(1):665-70.

  • Strobel J, Van Barneveld A. When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary journal of problem-based learning. 2009 Mar 24; 3(1):44-58.

  • Hmelo-Silver CE. Problem-based learning: What and how do students learn? Educational psychology review. 2004 Sep; 16(3):235-66.

  • Howard S. Barrows. How to design a problem-based curriculum for the preclinical years? Springer Publishing Company; 1985 Apr.

  • Sahin I. Predicting student satisfaction in distance education and learning environments. Turkish Online Journal of Distance Education. 2007 Apr 1;8(2):113-9

  • Peterson RF, Treagust DF. Learning to teach primary science through problem‐based learning. Science Education. 1998 Apr;82(2):215-37

  • Kolodner, J. L., Hmelo, C. E., & Narayanan, N. H. (1996). Problem-based Learning Meets Case-based Reasoning. In Edelson, D. C. & Domeshek, E. A. (Eds.), International Conference on the Learning Sciences, 1996 (pp. 188-195). Evanston, IL, USA: Association for the Advancement of Computing in Education (AACE).

  • Hmelo CE, Ferrari M. The problem-based learning tutorial: Cultivating higher order thinking skills. Journal for the Education of the Gifted. 1997 Jun; 20(4):401-22

  • Serin G. The effect of problem based learning instruction on 7th grade students’ science achievement, attitude toward science and scientific process skills, Ph.D.-Doctoral Program, Middle East Technical University, 2009.

  • Koh GC, Khoo HE, Wong ML, Koh D. The effects of problem-based learning during medical school on physician competency: a systematic review. Cmaj. 2008 Jan 1;178(1):34-41

  • Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539

  • Center for innovation in research and teaching (CIRT) https://cirt.gcu.edu/research/develop/research_ready/focus_groups/4

  • Al Ghailani NA, Noushad B, Khurshid F, Ismail GM. Parents’awareness and perception of children’s refractive error. A qualitative study. Malaysian Journal of Public Health Medicine. 2020 Dec 31; 20(3):85-91.

  • Saalu LC, Abraham AA, Aina WO. Quantitative evaluation of third year medical student’s perception and satisfaction from problem based learning in anatomy: A pilot study of the introduction of problem based learning into the traditional didactic medical curriculum in Nigeria. Educational Research and Reviews. 2010 Apr 30; 5(4):190-7.

  • Emerald NM, Aung PP, Han TZ, Yee KT, Myint MH, Soe TT, Oo S. Students’ perception of problem based learning conducted in phase1 medical program, UCSI University, Malaysia. South East Asian Journal of Medical Education. 2013 Dec 21; 7(2):45-8.

  • Maurício RD, Veado L, Moreira RT, Figueiredo E, Costa H. A systematic mapping study on game-related methods for software engineering education. Information and software technology. 2018 Mar 1; 95:201-18.

  • Steinert Y. Student perceptions of effective small group teaching. Medical education. 2004 Mar; 38(3):286-93.

  • Dolmans DH, Gijselaers WH, Moust JH, Grave WS, Wolfhagen IH, Vleuten P. Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research. Medical teacher. 2002 Jan 1; 24(2):173-80.

  • Stern P. Student perceptions of a problem-based learning course. The American Journal of Occupational Therapy. 1997 Jul; 51(7):589-96.

  • Tan CH, Amin Z, Khoo HE. Student perceptions of the benefits of problem-based learning. Medical teacher. 2007 Jan 1; 29(2-3):284. doi: 10.1080/01421590601175333

  • Al Jobori SS, Al Mousawi AM, Abutiheen AA. Integrated Problem Based Learning (PBL) Evaluation by Students in Kerbala Medical College. Al-Kindy College Medical Journal. 2016 Jun 30; 12(1):48-56.

  • Khoshnevisasl P, Sadeghzadeh M, Mazloomzadeh S, Feshareki RH, Ahmadiafshar A. Comparison of problem-based learning with lecture-based learning. Iranian Red Crescent Medical Journal. 2014 May; 16(5).

  • English MC, Kitsantas A. Supporting student self-regulated learning in problem-and project-based learning. Interdisciplinary journal of problem-based learning. 2013; 7(2):6.

  • Wood DF. Problem based learning. Bmj. 2003 Feb 8; 326(7384):328-30.

  • Belland BR, French BF, Ertmer PA. Validity and problem-based learning research: A review of instruments used to assess intended learning outcomes. Interdisciplinary Journal of Problem-based learning. 2009; 3(1):59.

  • Woods DR, Learning PB. Helping your students gain the most from PBL. Problem-based learning: Educational innovation across disciplines. Singapore: Temasek Centre for Problem-based Learning. 2000 Dec.

  • Neena Bhattacharya, Nasrin Habib, Mamunur Rashid, Sandeep Sugathan, Tahmina Afrose and Ebrahim Nangarath Kottakal. Combination of SGT (small group teaching) and PAL (peer assisted learning) approach to facilitate learning among MBBS students from a private university in malaysia during pre-clinical years. Malaysian Journal of Public Health Medicine 2020, Vol. 20 (3): 79-84

  • Bhattacharya N, Habib N, Rashid M, Sugathan S, Afrose T, Kottakal EN. Combination of SGT (small group teaching) and PAL (peer assisted learning) approach to facilitate learning among MBBS students from a private university in Malaysia during pre-clinical years. Malaysian Journal of Public Health Medicine. 2020 Dec 31; 20(3):79-84.

  • 37. Steinert Y. Student perceptions of effective small group teaching. Medical education. 2004; 38(3):286-93

  • Nahar L, Salem RO, Nuzhat A, Alakrash L, Dipro SA. Medical Students' Perceptions and Satisfaction with Under-Graduate Medical Hybrid Problem-Based Learning Curriculum in a Saudi Medical School. International Journal of Education. 2014 Jul 1; 6(3):70.

  • Wu LT, Hsu LC, Sun SS, Wu HC, Tu MG, Kwan CY. The change of student perception toward PBL in a medical school with a hybrid-PBL preclinical curriculum in Taiwan. 2012 Sep 1; 16(3):97-113.

  • Dochy F, Segers M, Van den Bossche P, Gijbels D. Effects of problem-based learning: A meta-analysis. Learning and instruction. 2003 Oct 1; 13(5):533-68.

  • Capon N, Kuhn D. What's so good about problem-based learning? Cognition and instruction. 2004 Mar 1; 22(1):61-79.

  • Pourshanazari AA, Roohbakhsh A, Khazaei M, Tajadini H. Comparing the long-term retention of a physiology course for medical students with the traditional and problem-based learning. Advances in Health Sciences Education. 2013 Mar; 18(1):91-7.

  • Strobel J, Van Barneveld A. When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary journal of problem-based learning. 2009 Mar 24; 3(1):44-58.

  • Hmelo-Silver CE, Barrows HS. Facilitating collaborative knowledge building. Cognition and instruction. 2008 Jan 18; 26(1):48-94.

  • Chan LC. The role of a PBL tutor: a personal perspective. The Kaohsiung journal of medical sciences. 2008 Mar; 24: S34-8.

  • Howard S. Barrows. How to design a problem-based curriculum for the preclinical years. Springer Publishing Company; 1985.

  • Barrows HS, Tamblyn RM. Problem-based learning: An approach to medical education. Springer Publishing Company; 1980 Mar 15.

  • Firat M, Turan ME, Yurdusev MA. Comparative analysis of fuzzy inference systems for water consumption time series prediction. Journal of hydrology. 2009 Aug 15; 374(3-4):235-41.

  • Tolks D, Schäfer C, Raupach T, Kruse L, Sarikas A, Gerhardt-Szép S, Kllauer G, Lemos M, Fischer MR, Eichner B, Sostmann K. An introduction to the inverted/flipped classroom model in education and advanced training in medicine and in the healthcare professions. GMS journal for medical education. 2016; 33(3).


Abstract Views: 181

PDF Views: 0




  • Acceptance of Problem-based Learning by Preclinical Students from a Public University and Its Impact on Their Learning

Abstract Views: 181  |  PDF Views: 0

Authors

Khin Than Yee
Faculty of Medicine and Health Science, University Malaysia Sarawak, Sarawak, Malaysia
Helmy Bin Hazmi
Faculty of Medicine and Health Science, University Malaysia Sarawak, Sarawak, Malaysia
Tin Moe Nwe
Faculty of Medicine and Health Science, University Malaysia Sarawak, Sarawak, Malaysia
Mya Mya Thwin
Medical Faculty, University Sultan Zainal Abidin, Kuala Terengganu, Malaysia
Mon Mon Yee
Newcastle University Medicine Malaysia, Johor,, Malaysia
Mi Mi khaing
Faculty of Medicine, SEGi University Sibu Clinical Campus, Sarawak,, Malaysia
Soe Lwin
Faculty of Medicine and Health Science, University Malaysia Sarawak, Sarawak, Malaysia
Myat San Yi
Faculty of Medicine and Health Science, University Malaysia Sarawak, Sarawak, Malaysia

Abstract


Introduction: In modern medical education, with its transformational changes, teacher-centered learning is transformed into student-centered learning. This shift has escalated so fast with momentum, and its value in teaching and learning has been evaluated in many ways. In the current scenario, problem-based learning (PBL) is a well-recognized effective method of teaching and learning. The credit goes to McMaster University in Hamilton, Ontario, Canada, for the establishment of PBL. In Malaysia, many medical schools have applied this method in their curriculum, one of which is University Malaysia, Sarawak (UNIMAS), which has also adopted PBL in its undergraduate curriculum since 1996. Purpose: The aim of this study is to determine the students’ acceptance of PBL and its positive and negative impact on their learning. Methodology: It was a cross-sectional study conducted to determine the acceptance of the students of PBL. The study population is selected using convenience sampling of 140 out of 148 pre-clinical year-2 students who were exposed to the PBL method, the focus group discussion (FGD) was conducted based on pre-framed questions to know the impact of PBL on the students’ learning. Results: Results showed that the respondents had the satisfaction and accepted PBL. Sixty students from 6 PBL groups were involved in FGD. Feedback from FGD revealed their difficulties with the conduction of 1st session of PBL, for instance, problems in searching resources, new learning environments and peers from different regions. There were positive responses spelled by the subjects that the PBL has improved their communication skills, critical thinking, and self-esteem. Conclusion: Overall the PBL has proved beneficial evidenced a positive impact on the learning process of medical students.

Keywords


Problem-based learning (PBL), acceptance, impact, focus group discussion (FGD)

References