Students' Satisfaction and Perception of Problem Based Learning Evaluated by Questionnaire

Article information

Kosin Med J. 2015;30(2):149-157
Publication date (electronic) : 2015 January 20
doi : https://doi.org/10.7180/kmj.2015.30.2.149
Department of Neurology, Kosin University Gospel Hospital, Busan, Korea
Corresponding Author: Min-Jeong Kim, MD, PhD, Department of neurology, Kosin University Gospel Hospital, 262 Gamcheon-ro, Seo-gu, Busan 49267, Korea Tel:+82-51-990-6461, Fax:+82-51-990-3077 E-mail: merritt329@hanmail.net
Received 2015 November 04; 2015 November 04; Accepted 2015 November 30.

Abstract

Abstract

Objectives

The aim of this study is to analyze the student's satisfaction and perception in problem based learning of Kosin University College of Medicine, and to propose effective strategies for improvement of problem based learning.

Methods

Students satisfaction of problem based learning was assessed using the structured questionnaire. The questionnaire consisted of 33 items covered satisfaction of self-evaluation and small group activity, learning resources and environment, tutor and content and construction of modules.

Result

A total of 80 students were surveyed. Students recognized PBL as more effective and interesting learning method than traditional lectures. Most of students highly satisfied with self-directed learning of their own and small group, tutor, composition and contents of modules. Students had difficult process to build a logical clinical reasoning by combining clues in the PBL process. Students regard that they can easily connect knowledge in real-clinical situations with the greatest advantages of PBL. Students cited as the biggest disadvantage is that students may not receive a fair evaluation.

Conclusion

Through the results of this survey it showed that students are satisfied with the PBL classes and recognized as effective compared to traditional instructor-led classes. However, further efforts in improving evaluation system and learning environments was necessary for the success of the PBL curriculum.

Overall satisfaction of problem based learning by students

Satisfaction with self motivated learning and small group activity

The satisfaction with tutor and composition of modules

Students perceptions as difficult process for performing problem-solving

The advantage and disadvantage of problem based learning

References

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Article information Continued

Table 1.

Overall satisfaction of problem based learning by students

  Med 1 (n=35) Med 2 (n=45) p-value
I regard it appropriate the process of PBL lessons (three times meeting/ module) 4.66(±0.54) 4.24(±1.13) 0.05
I regard the goal of PBL achieved. 4.57(±0.59) 4.53(±0.69) 0.79
I regard PBL as an effective method of learning than traditional lecture. 4.54(±0.66) 4.60(±0.81) 0.73
I regard it is better to extend the PBL class. 4.60(±0.74) 4.58(±0.72) 0.89
I am more motivated to learn. 4.63(±0.55) 4.62(±0.61) 0.96
As only limited data being added to the class and receives the response data from the tutor to request, the problems in the tutorial process are more interest and seems to real clinic. 4.49(±0.74) 4.44(0.92) 0.83
Every meeting was conducted a self-assessment, the ability to evaluate myself through which improved. 4.54(±0.70) 4.22(±0.88) 0.73
I am satisfied with the assessment methods (quizzes, attendance, course evaluation discussion.) 4.57(±0.56) 4.44(±0.94) 0.45

Mean (±SD): Mean and standard deviations based on the five point Likert scales; 1 =Strongly disagree to 5= Strongly agree

Table 2.

Satisfaction with self motivated learning and small group activity

  Med 1 (n=35) Med 2 (n=45) p-value
I participated actively, including presentations and discussions in class. 4.63(±0.49) 4.56(0.76) 0.60
I was ready to challenge the self-directed learning using appropriate learning resources. 4.57(±0.61) 4.76(0.53) 0.16
Students engaged in cooperative learning for problem solving 4.57(±0.56) 4.69(±0.59) 0.37
The presentation of other students was conducive to learning. 4.74(±0.44) 4.73(±0.54) 0.93
Students dealt with the adequate learning task. 4.63(±0.65) 4.60(0.62) 0.84
Students led the class initiatively as writer and modulator. 4.63(±0.55) 4.93(0.25 <0.05
Students decided learning goal on their own. 4.49(±0.74) 4.82(±0.44) 0.14

Mean (±SD): Mean and standard deviations based on the five point Likert scales; 1 =Strongly disagree to 5= Strongly agree

Table 3.

The satisfaction with tutor and composition of modules

  Med 1 (n=35) Med 2 (n=45) p-value
Tutor had close contact with the students to discuss the progress in the free atmosphere. 4.69(±0.68) 4.73(±0.78) 0.77
Tutor had a sufficient knowledge on the subject. 4.66(±0.64 4.76(±0.61) 0.49
Tutor facilitated the discussion by questions related to the topic. 4.74(±0.51) 4.7(±0.58) 0.94
Tutor was handed the data when the student's request. 4.89(±0.32) 4.80(±0.55) 0.39
Tutor had affection toward students and guided students to participate in discussion more evenly. 4.66(±0.59) 4.71(±0.73) 0.72
The contents and composition of modules were suitable to students level. 4.54(±0.66) 4.49(±0.59) 0.70
Lab and actual data which provided were useful to problem solving. 4.77(±0.43) 4.64(0.53) 0.24
I was able to learn how to access the clinical problem through the module. 4.69(±0.47) 4.73(±0.54) 0.68
I was able to learn how to build a hypothesis (clinical reasoning) about the clinical problem. 4.69(±0.47) 4.62(±0.58) 0.59
I had to learn to properly connect the knowledge of basic medicine and clinical medicine. 4.66(±0.48) 4.53(±0.66) 0.34

Mean (±SD): Mean and standard deviations based on the five point Likert scales; 1 =Strongly disagree to 5= Strongl agree

Table 4.

Students perceptions as difficult process for performing problem-solving

  Med 1 (n=35) Med 2 (n=45)
The process of recognize the clues of the problem (core recognition, problem listing) 5(14.3%) 3(6.7%)
The process to build a clinical reasoning logicaly by combining clues 16(45.7%) 28(62.2%)
The process of setting up learning tasks (learning goal) 2(5.7%) 2(4.4%)
The process of establishing a hypothesis (hypothesis generation) 9(25.7%) 9(20%)
Self directed learning 1(2.8%) 3(6.7%)

number of responses (%)

Table 5.

The advantage and disadvantage of problem based learning

  Med 1 (n=35) Med 2 (n=45)
Disadvantage    
Because the final learning goal was vague, it gives rise to confusion to discussion. 3(8.57%) 8(7.78%)
This class is slanted in favor of some active students. 10(28.57%) 10(22.22%)
There are likely to be evaluated students unfairly. 9(24.71%) 16(35.55%)
There is insufficient necessary learning resources. 7(20%) 4(8.88%)
The topic is quite broad and the time to study systematically is insufficient. Advantage 4(11.42%) 7(15.55%)
These lessons are well motivated. 16(45.7%) 21(46.6%)
I can learn new topics quickly. 8(22.85%) 7(15.5%)
I learned the way connect medical knowledge with real-life situations 14(40%) 24(53.33%)
Acquired memory maintain longer than I learned in lecture-based learning. 16(45.71%) 10(22.2%)
Logical thinking and judgment are trained. 18(51.42%) 8(17.77%))
The capability of discussion and utterance are improved. 9(25.71%) 4(8.88%)

number of responses (%)