Evaluation of second and fourth year undergraduate medical students' perception and acceptance of the problem-based learning process

Saudi Medical Journal

Volumn 32, Issue 10, 2011, Pages 1060-1065

  Hagi, Sarah K ^a   Al Shawwa, Lana A ^a  

^a KING ABDULAZIZ UNIVERSITY   (Saudi Arabia)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; CLINICAL EVALUATION; CONTROLLED STUDY; CROSS-SECTIONAL STUDY; DATA COLLECTION METHOD; FEMALE; HUMAN; LEARNING ENVIRONMENT; MALE; MEDICAL STUDENT; PEER GROUP; PERCEPTION; PROBLEM BASED LEARNING; SAUDI ARABIA; SCORING SYSTEM; STRUCTURED QUESTIONNAIRE; STUDENT T TEST; UNDERGRADUATE STUDENT; EDUCATIONAL STATUS; EVALUATION; PSYCHOLOGICAL ASPECT;

CROSS-SECTIONAL STUDIES; EDUCATIONAL STATUS; FEMALE; HUMANS; MALE; PROBLEM-BASED LEARNING; STUDENTS, MEDICAL;

EID: 84857097486     PISSN: 03795284     EISSN: 16583175     Source Type: Journal    
DOI: None     Document Type: Article

References (13)

1. Armbruster P, Patel M, Johnson E, Weiss M. Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE Life Sci Educ 2009; 8: 203-213.
2. Williams B. Case based learning--a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med J 2005; 22: 577-581.
3. Dolmans DH, De Grave W, Wolfhagen IH, van der Vleuten CP. Problem-based learning: future challenges for educational practice and research. Med Educ 2005; 39: 732-741.
4. Musal B, Gursel Y, Taskiran HC, Ozan S, Tuna A. Perceptions of first and third year medical students on self-study and reporting processes of problem-based learning. BMC Med Educ 2004; 4: 16.
5. Steinert Y. Student perceptions of effective small group teaching. Med Educ 2004; 38: 286-293.
6. Saalu L, Abraham A, Aina W. Quantitative evaluation of third year medical students' 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; 5: 193-200.
7. Lusardi M, Levangie P, Fein B. A problem-based learning approach to facilitate evidence-based practice in entry-level health professional education. Journal of Prosthetics and Orthotics 2002; 14: 40-50.
8. Yuan H, Kunaviktikul W, Klunklin A, Williams BA. Improvement of nursing students' critical thinking skills through problem-based learning in the People's Republic of China: a quasi-experimental study. Nurs Health Sci 2008; 10: 70-76.
9. Valadares KJ. Active engagement in health services administration survey courses through problem-based learning. J Health Adm Educ 2006; 23: 269-280.
10. Steinert Y. Student perceptions of effective small group teaching. Med Educ 2004; 38: 286-293.
11. Khoo HE, Chhem RK, Gwee MC, Balasubramaniam P. Introduction of problem-based learning in a traditional medical curriculum in Singapore--students' and tutors' perspectives. Ann Acad Med Singapore 2001; 30: 371-374.
12. Nalesnik SW, Heaton JO, Olsen CH, Haffner WH, Zahn CM. Incorporating problem-based learning into an obstetrics/gynecology clerkship: impact on student satisfaction and grades. Am J Obstet Gynecol 2004; 190: 1375-1381.
13. Dolmans DH, Gijselaers WH, Moust JH, de Grave WS, Wolfhagen IH, van der Vleuten CP. Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research. Med Teach 2002; 24: 173-180.