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Group Report Contest Enhances Problem-Based Learning

Abstracts


Background: To improve collaborative learning and discussion, problem-based learning (PBL) curriculum usually assigns students to small groups. We design group report contest (GRC) to improve inter-group learning. Materials and methods: The "Medicine and Society" PBL course assigned the second year medical (M2) students to 16 groups. In the past, there were no interactions between groups. Since 2011, students must present their final group reports in front of the whole class. The presentations should focus on what they have learned during the semester. Tutors and students jointly decided the group report scores. We sent questionnaires with 5-point Likert scale to teachers and students. We analyzed the scores given to each group and the responses to the questionnaires. Students' or teachers' viewpoints were compared. Results: Students decided their topics, shared their thoughts, and gave their presentations cooperatively. The rankings of the group report scores given by students or tutors had great similarity. Both students and tutors scored group 15, 2, 6, 7, and 5 as the top five groups and the group 12 as the bottom one group. Majority of students and teachers favored (Likert scale 4 and 5) that GRC may enhance students' cooperation, stimulate students' creativity, enhance students' understanding about PBL, provide opportunity for students to learn from other groups, and enhance the tutors to understand the learning styles of other groups. Conclusions: During GRC, students collaboratively demonstrate what they have learned in the PBL classes. GRC arouses students' interests and enhances their learning.

References


Azer SA. Introducing a problem-based learning program: 12 tips for success. Medical Teacher 2011; 33: 808–813. doi: 10.3109/0142159X.2011.558137
Azer SA, Peterson R, Guerrero APS, et al. Twelve tips for constructing problem-based learning cases. Medical Teacher 2012; 34: 361–367. doi: 10.3109/0142159X.2011.613500
Azer SA, Guerrero APS, Walsh A. Enhancing learning approaches: Practical tips for students and teachers. Medical Teacher 2013; 35: 433–443. doi: 10.3109/0142159X.2013.775413
Bate E, Hommes J, Duvivier R, et al. Problem-based learning (PBL): Getting the most out of your students-Their roles and responsibilities; AMEE Guide No. 84. Medical Teacher 2014; 36: 1-12. doi: 10.3109/0142159X.2014.848269
Schmidt HG, Vermeulen L, Molen HT. Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Medical Education 2006; 40: 562–567. doi: 10.1111/j.1365-2929.2006.02483.x

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