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Problem-based learning at the receiving end: A ‘mixed methods’ study of junior medical students’ perspectives

Problem-based learning at the receiving end: A ‘mixed methods’ study of junior medical students’... Qualitative insights about students’ personal experience of inconsistencies in implementation of problem-based learning (PBL) might help refocus expert discourse about good practice. Aim This study explored how junior medical students conceptualize: PBL; good tutoring; and less effective sessions. Methods Participants comprised junior medical students in Liverpool 5-year problem-based, community-orientated curriculum. Data collection and analysis were mostly cross-sectional, using inductive analysis of qualitative data from four brief questionnaires and a ‘mixed’ qualitative/quantitative approach to data handling. The 1999 cohort (end-Year 1) explored PBL, generated ‘good tutor’ themes, and identified PBL (dis)advantages (end-Year 1 then mid-Year 3). The 2001 cohort (start-Year 1) described critical incidents, and subsequently (end-Year 1) factors in less effective sessions. These factors were coded using coding-frames generated from the answers about critical incidents and ‘good tutoring’. Results Overall, 61.2% (137), 77.9% (159), 71.0% (201), and 71.0% (198) responded to the four surveys, respectively. Responders perceived PBL as essentially process-orientated, focused on small-groupwork/dynamics and testing understanding through discussion. They described ‘good tutors’ as knowing when and how to intervene without dominating (51.1%). In longitudinal data (end-Year 1 to mid-Year 3), the main perceived disadvantage remained lack of ‘syllabus’ (and related uncertainty). For less effective sessions (end-Year 1), tutor transgressions reflected unfulfilled expectations of good tutors, mostly intervening poorly (42.6% of responders). Student transgressions reflected the critical incident themes, mostly students’ own lack of work/preparation (54.8%) and other students participating poorly (33.7%) or dominating/being self-centred (31.6%). Conclusion Compelling individual accounts of uncomfortable PBL experiences should inform improvements in implementation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Problem-based learning at the receiving end: A ‘mixed methods’ study of junior medical students’ perspectives

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References (32)

Publisher
Springer Journals
Copyright
Copyright © 2007 by Springer Science+Business Media, Inc.
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-006-9056-9
pmid
17285251
Publisher site
See Article on Publisher Site

Abstract

Qualitative insights about students’ personal experience of inconsistencies in implementation of problem-based learning (PBL) might help refocus expert discourse about good practice. Aim This study explored how junior medical students conceptualize: PBL; good tutoring; and less effective sessions. Methods Participants comprised junior medical students in Liverpool 5-year problem-based, community-orientated curriculum. Data collection and analysis were mostly cross-sectional, using inductive analysis of qualitative data from four brief questionnaires and a ‘mixed’ qualitative/quantitative approach to data handling. The 1999 cohort (end-Year 1) explored PBL, generated ‘good tutor’ themes, and identified PBL (dis)advantages (end-Year 1 then mid-Year 3). The 2001 cohort (start-Year 1) described critical incidents, and subsequently (end-Year 1) factors in less effective sessions. These factors were coded using coding-frames generated from the answers about critical incidents and ‘good tutoring’. Results Overall, 61.2% (137), 77.9% (159), 71.0% (201), and 71.0% (198) responded to the four surveys, respectively. Responders perceived PBL as essentially process-orientated, focused on small-groupwork/dynamics and testing understanding through discussion. They described ‘good tutors’ as knowing when and how to intervene without dominating (51.1%). In longitudinal data (end-Year 1 to mid-Year 3), the main perceived disadvantage remained lack of ‘syllabus’ (and related uncertainty). For less effective sessions (end-Year 1), tutor transgressions reflected unfulfilled expectations of good tutors, mostly intervening poorly (42.6% of responders). Student transgressions reflected the critical incident themes, mostly students’ own lack of work/preparation (54.8%) and other students participating poorly (33.7%) or dominating/being self-centred (31.6%). Conclusion Compelling individual accounts of uncomfortable PBL experiences should inform improvements in implementation.

Journal

Advances in Health Sciences EducationSpringer Journals

Published: Feb 7, 2007

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