Medical Students' Perception of a Hybrid Problem-based Curriculum

醫學生對混雜型問題導向學習課程之認知

Yu S. Chen ； Francis I. Achike ； G Ponnudurai ； Hla Yee Yee ； Anne Garden

《Journal of Medical Education》 13卷3期 (2009/09) Pp. 154-168

https://doi.org/10.6145/jme.200909_13(3).0002

並列摘要

Problem-Based Learning (PBL) is gaining popularity among Asian medical schools, many of which incorporate PBL to various degrees in what is generally referred to as 'hybrid curriculum' of traditional lectures and PBL. The aim of this study as to evaluate the students' perception in a hybrid curriculum of PBL and how it fared compared with traditional lectures. A questionnaire of open-ended questions was administered to semesters 1-5 students to obtain their opinions of the strengths and drawbacks of PBL and lectures. Their responses were categorised under themes for the purpose of obtaining descriptive statistics. The students cited improvement in communication skills and fostering of team spirit as the main advantages of PBL. The drawbacks included unclear scope, problems with group members, time-invested and problems with facilitator. They suggested better facilitator training and changes in PBL method as a means of improving the process. Regarding lectures, the students identified provision of clearer scope and better understanding as the main benefits, but also alluded to boring and ineffective lectures. The students would like to have more tutorials and practice on dissection. The students tended to favour didactic teaching over PBL despite the known particular advantages of PBL. It is concluded that while medical schools may opt for the hybrid curriculum, there is a need to ensue quality of delivery of both modalities and a proper balance between the PBL-and lecture-delivered components of the curriculum in a manner that optimises the special contribution of each.

並列關鍵字

PBL ； lectures ； hybrid curriculum ； students ； perception

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