AI Article Synopsis
- The study investigates student perceptions and satisfaction with hybrid problem-based learning (PBL) at Kyungpook National University School of Medicine from 1999 to 2014.
- There was a notable increase in satisfaction scores in 2005 compared to 2002, but scores later declined, showing no significant differences after 2005.
- Recommendations to enhance student satisfaction include better scheduling of PBL sessions, aligning case topics with lectures, and fostering a supportive learning environment.
Article Abstract
Purpose: Kyungpook National University School of Medicine has been implementing hybrid problem-based learning (PBL) since 1999. The aim of this study was to investigate the changes in the students' perceptions and satisfaction levels of hybrid PBL.
Methods: The target period of our study was from 1999 to 2014, and target subjects were second-year medical students in Kyungpook National University School of Medicine. The survey was conducted at the end of semester. We had a focused interview with group leaders and some volunteer students.
Results: As for the scores regarding students' overall satisfaction with PBL, there was significant improvement in 2005 compared to 2002, but the scores decreased and no differences between the survey years noted after 2005. The students' preference ratio for the once a week PBL sessions, tutor presence, synchronization of contents, and arrangement of PBL sessions and related lectures was 60%-80%, 50%-90%, 52%-96%, and 78%-93%, respectively.
Conclusion: In order to increase students' satisfaction with hybrid PBL and to improve the perception of it, firstly, it is necessary to arrange the date and the time of PBL sessions so that students can concentrate on PBL. Secondly, PBL cases should be selected and arranged to be well synchronized with the ongoing lectures. Finally, it is important to create a safe atmosphere so that students can engage actively in PBL sessions.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4926934 | PMC |
| http://dx.doi.org/10.3946/kjme.2016.4 | DOI Listing |
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