In that pursuit of new knowledge, technology allows students access to research and experts, from such sources as first-person accounts to movies of the Civil War found on the Library of Congress's American Memory collection to online chats with NASA astronauts. It is known that children have various learning styles. They build their knowledge on varying backgrounds and experiences. It is also recognized that children have a broader range of capabilities than they have been permitted to show in regular classrooms with the traditional text-based focus.
PBL addresses these differences, because students must use all modalities in the process of researching and solving a problem, then communicating the solutions. When children are interested in what they are doing and are able to use their areas of strength, they achieve at a higher level.
A growing body of research supports the use of PBL. Schools where PBL is practiced find a decline in absenteeism, an increase in cooperative learning skills, and improvement in student achievement. When technology is used to promote critical thinking and communication, these benefits are enhanced.
PDF files can be viewed on a wide variety of platforms -- both as a browser plug-in or a stand-alone application -- with Adobe's free Acrobat Reader program. Click here to download the latest version of Adobe Reader. It promotes communication skills, active learning, and critical thinking skills. It encourages peer teaching and active participation in a group. This study was conducted on students of both 1st and 2nd year MBBS. Numerous studies have been conducted to assess the PBL concerning acquiring knowledge, development of core competencies and attitudes 9 , Since UBCOM is a new medical college implementing the PBL approach, it is important to determine the flow and the worth of this method for future improvements.
Phase I modules make up the first cycle of the medical curriculum in UBCOM, which is introducing the basis of medical practice in terms of basic level knowledge of human body structure and function in health and disease. It also gives an overview of the processes of diseases, the therapeutic strategies, and understanding of the ethical and cultural dimensions of contemporary medical care. The study subjects consisted of two groups of medical students.
The first group was the students of the second year and were successfully completed eight modules of Phase I. This including, introduction to medicine and medical education, molecular biology and genetics, structure and function of the human body, basic biochemistry man and his environment, growth and development, behavioral science and doctoring and principle of diseases.
The second group was comprised of the third-year students those were completed Phase I courses and seven modules of Phase II, including hematology, immunology, musculoskeletal system, nutrition and metabolism, gastrointestinal system, respiratory system and cardiovascular system. The questionnaire forms were distributed among the students at the end of the academic year of and were asked to return the completed questionnaire within three days.
The students have been invited to indicate agreement on a four-point Likert scale to increase the chance of obtaining either a positive or negative perception of the activity. This arranged as strongly agree 4 , agree 3 , disagree 2 and strongly disagree 1. The higher score, the more likely the students considered PBL approach is effective. The questionnaire items have been tested for its reliability and validity and to be sure the questions were measuring the same underlying concept prior the study.
The frequency response of the Likert scores was calculated, the relative frequency of scores , represent a positive agreement and scores represent disagreement with question statement. Informed consent had been taken verbally from all the students before data collection.
The privacy and confidentiality of the data were considered as the data were collected and manipulated anonymously. Each item of the questionnaire was checked and found to have high scores.
Among them, 67 Of these 67 students, 39 were from the second year and 28 from the third year. The age of the students in both groups ranges between 19 to 23 years old. All of the students are Saudi nationality. Overall, the majority of the students had positive perceptions of all items; the mean value of all the elements was As shown in Table 1 , Moreover, Table 2 demonstrates the students mean scores and SD about the effectiveness of PBL in acquisition of knowledge and soft skills.
Students in each group rated high scores for all the items under investigation. Second year students perceived that PBL is encouraging collaborative learning comparable to the third-year students 3. The present study investigated the perception second and third-year students about the PBL approach for teaching basic science and preclinical phases at the UBCOM.
However, the obtained values indicate strong reliability and the questions were measuring the same underlying concepts. Elsewhere a study indicated that medical students valued and expressed a more positive outlook and satisfaction toward the PBL approach 15 , In the present study, This encouraging rates could be compared with another report from Saudi Arabia, where Even though there is a consensus that PBL results in the better acquisition of core and preclinical concepts 11 , 14 , other authors argued that PBL did not impact knowledge acquisition, but impacts the application of knowledge For instance, Nanda and Manjunatha, mentioned that the amount of basic science knowledge that is sufficient to equip an undergraduate to successfully and confidently function as a medical practitioner is difficult to determine Likewise, in earlier a study carried out among medical graduates of McMaster University, found that basic medical sciences are requiring more attention in the curriculum In this study, students were more attractive in PBL approach, felt motivated and stimulated their attention in the learning of the subject matter.
According to Khoshnevisas et al. Interactions and collaboration within the small group provide students with opportunities to ask questions, receive clarifications that lead to a deeper understanding of the subject matter A significant number of students in this a study agreed that PBL has beneficial in the development of teamwork skills and interpersonal relationships.
This goes with numerous studies reported that the PBL was improving teamwork interpersonal skills, interaction and collaboration in small-group tutorials 11 , 20 , In the present study, the students perceived PBL encourages them in developing curiosity, reasoning, and independent thinking.
This character is significant for efficient patient care in daily practice Our finding in agreement with several studies found that PBL has the potential to enhance the effectiveness of teaching and learning, particularly in developing independent thinking, curiosity and improves student interactions among each other as well as the tutor 12 , 22 , Studies assumed that the ability of tutors to communicate informally and examining students thinking is crucial in PBL and keeping process moving 12 , Our medical students found to have positive perceptions toward implementing of PBL in the acquisition of knowledge and in the learning process 3.
Main Links. Subscribe to Newsletter. While the core problems will vary among disciplines, there are some characteristics of good PBL problems that transcend fields Duch, Groh, and Allen, : The problem must motivate students to seek out a deeper understanding of concepts. The problem should require students to make reasoned decisions and to defend them. If used for a group project, the problem needs a level of complexity to ensure that the students must work together to solve it.
If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw students into the problem. The following guidelines from The Power of Problem-Based Learning Duch et al, are written for creating PBL problems for a class centered around the method; however, the general ideas can be applied in simpler uses of PBL: Choose a central idea, concept, or principle that is always taught in a given course, and then think of a typical end-of-chapter problem, assignment, or homework that is usually assigned to students to help them learn that concept.
List the learning objectives that students should meet when they work through the problem. Think of a real-world context for the concept under consideration.
Develop a storytelling aspect to an end-of-chapter problem, or research an actual case that can be adapted, adding some motivation for students to solve the problem. More complex problems will challenge students to go beyond simple plug-and-chug to solve it. Look at magazines, newspapers, and articles for ideas on the story line. Some PBL practitioners talk to professionals in the field, searching for ideas of realistic applications of the concept being taught.
The problem needs to be introduced in stages so that students will be able to identify learning issues that will lead them to research the targeted concepts.
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