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Judson, John Paul
- An Evaluative Study on Comparison of Problem Based Learning and Lecture Based Pedagogy on Self Directed Learning in Undergraduate Medical Education
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PDF Views:112
Authors
Affiliations
1 Dept. of Pathology, MY
2 Dept. of Human Biology Faculty of Medicine, International Medical University, MY
3 Educational Psychologist, Global Indian International School, Kuala Lumpur, Malaysia
1 Dept. of Pathology, MY
2 Dept. of Human Biology Faculty of Medicine, International Medical University, MY
3 Educational Psychologist, Global Indian International School, Kuala Lumpur, Malaysia
Source
Indian Journal of Science and Technology, Vol 2, No 12 (2009), Pagination: 59-67Abstract
This study was done to evaluate and compare the effectiveness of problem-based learning (PBL) with that of lecture based instructional approaches on various facets of students' self directed learning, including motivation and learning strategies. Participants included 96 phase 1 MBBS students instructed by the same facilitators, half of whom were control group. The authors randomly assigned 1 class as the experimental group and the other class as the control group. Lecturers instructed the control group with lecturer-centered, textbookoriented traditional instruction; they exposed the experimental group to problem-based learning, in which students worked with ill-structured problems. Results revealed that PBL students had higher levels of intrinsic goal orientation, task value, use of elaboration learning strategies, critical thinking, metacognitive self-regulation, effort regulation, and peer learning compared with control-group students.Keywords
Science Education, Medical, Problem Based Learning, Self Directed LearningFull Text
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- An Exploration of the Strategic Challenges of Problem Based Learning (PBL) in Medical Education Environment: a Paradigm Shift from Traditional Lectures
Abstract Views :423 |
PDF Views:138
Authors
Affiliations
1 Dept. of Pathology, Faculty of Medicine, 2Dept. of Human Biology, Intn. Medical University, MY
1 Dept. of Pathology, Faculty of Medicine, 2Dept. of Human Biology, Intn. Medical University, MY
Source
Indian Journal of Science and Technology, Vol 3, No 2 (2010), Pagination: 216-221Abstract
This study was done to explore the challenges of problem-based learning (PBL) in medical education and to propose a framework with implications for practice and learning. The paper uses a total of 24 undergraduate medical students divided into 3 groups who participated in the focus group discussions. A quantitative instrument was used as triangulation to gather data on 18 statements through Likert scale ratings. In addition, semi-structured interviews were conducted with 6 medical PBL facilitators. Quotes from the participants are used to support the key themes and issues that have emerged from the data. Quantitative data are used to support certain important issues. The successful development of PBL will depend on re-establishing the strategic direction of PBL within a certain context, evaluating the social and learning structures associated with power distribution, and providing non-routine rigorous educational systems to enhance learning.Keywords
Problem Based Learning (PBL), Medical Education, Focus Group Discussion, MalaysiaFull Text
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