Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
권호 표지
DOI QR코드

DOI QR Code

Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning

문제기반학습 교육과정 개편에 따른 과정 만족도 및 학생평가 결과 비교 분석 연구

  • Kim, Sejin (Department of Medical Education, Kosin University College of Medicine) ;
  • Kim, Minjeong (Department of Medical Education, Kosin University College of Medicine) ;
  • Kong, Seom Gim (Department of Pediatrics, Kosin University College of Medicine) ;
  • Jeong, Ho Joong (Department of Physical Medicine and Rehabilitation, Kosin University College of Medicine)
  • 김세진 (고신대학교 의과대학 의학교육학교실) ;
  • 김민정 (고신대학교 의과대학 의학교육학교실) ;
  • 공섬김 (고신대학교 의과대학 소아과학교실) ;
  • 정호중 (고신대학교 의과대학 재활의학교실)
  • Received : 2022.01.21
  • Accepted : 2022.03.25
  • Published : 2022.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to redesign a problem-based learning (PBL) curriculum and compare the differences between the previous and redesigned PBL based on the results of course satisfaction and student assessments. The PBL was redesigned using curriculum design guidelines (including revisions of curriculum objectives, learning components, learning environments, and assessment methods) that were developed based on previous studies and evaluation results. A comparative study was employed using course satisfaction surveys from the previous and redesigned curricula, and a total of 45 students participated. We also compared student assessment results from concept mapping, learning issue reports, modified essay questions, and reflection journals. We identified four key findings. First, we explored the possibility that the redesigned PBL could be implemented by student facilitators without professors as tutors. Second, the redesigned PBL fostered group dynamics that facilitated developing communication skills and collaborative learning through small-group discussions. Third, the new learning elements added in the redesigned PBL made a meaningful contribution to enhancing students' clinical reasoning based on hypothetico-deductive reasoning. Fourth, concept maps in redesigned PBL contained more complex and various nodes and connections, and the levels of the nodes were more appropriate. The implications of this study can provide meaningful preliminary information for redesigning PBL curricula for medical students to develop their essential competencies through PBL.

Keywords

Acknowledgement

개편 교육과정에 참여해주신 고신대학교 의과대학 의학과 2학년 학생들과 행정적 도움을 주신 의학교육학교실 강명빈 선생님에게 감사드린다.

References

  1. Barrows HS, Tamblyn RM. Problem-based learning: an approach to medical education. New York (NY): Springer Publishing Company; 1980.
  2. Barrows HS. Problem-based learning applied to medical education. Springfield (IL): Southern Illinois University Press; 2000.
  3. Jimenez-Saiz R, Rosace D. Is hybrid-PBL advancing teaching in biomedicine?: a systematic review. BMC Med Educ. 2019;19(1):226. https://doi.org/10.1186/s12909-019-1673-0
  4. Savery JR. Overview of problem-based learning: definitions and distinctions. Interdiscip J Probl Based Learn. 2006;1(1):9-20.
  5. Oh SA, Chung EK, Woo YJ, Han ER, Kim YO. Analysis of verbal interactions in problem-based learning. Korean J Med Educ. 2010;22(2):131-9. https://doi.org/10.3946/kjme.2010.22.2.131
  6. So YH, Lee YM, Ahn DS. An student's evaluation of the implementation of problem-based learning. Korean J Med Educ. 2005;17(1):49-58. https://doi.org/10.3946/kjme.2005.17.1.49
  7. Hmelo-Silver CE. Problem-based learning: what and how do students learn? Educ Psychol Rev. 2004;16(3):235-66. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
  8. Shokar GS, Shokar NK, Romero CM, Bulik RJ. Self-directed learning: looking at outcomes with medical students. Fam Med. 2002;34(3):197-200.
  9. Norman GR, Schmidt HG. The psychological basis of problem-based learning: a review of the evidence. Acad Med. 1992;67(9):557-65. https://doi.org/10.1097/00001888-199209000-00002
  10. Chang BH, Lee YC, Kim BW, Kang DS, Kwak YS, Kang E, et al. The implementation of problem-based learning in Kyungpook National University School of Medicine and its evaluation. Korean J Med Educ. 2001;13(1):91-105. https://doi.org/10.3946/kjme.2001.13.1.91
  11. Woods NN, Neville AJ, Levinson AJ, Howey EH, Oczkowski WJ, Norman GR. The value of basic science in clinical diagnosis. Acad Med. 2006;81(10 Suppl):S124-7. https://doi.org/10.1097/00001888-200610001-00031
  12. Yune SJ, Im SJ, Lee SH, Baek SY, Lee SY. Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students. Korean J Med Educ. 2010;22(1):23-31. https://doi.org/10.3946/kjme.2010.22.1.23
  13. Goldszmidt M, Minda JP, Devantier SL, Skye AL, Woods NN. Expanding the basic science debate: the role of physics knowledge in interpreting clinical findings. Adv Health Sci Educ Theory Pract. 2012;17(4):547-55. https://doi.org/10.1007/s10459-011-9331-2
  14. Kim YI. New medical curriculum in Harvard University. Korean J Med Educ. 1992;4(2):99-112. https://doi.org/10.3946/kjme.1992.4.2.99
  15. Yeo S, Chang BH. Implementation of problem-based learning in medical education in Korea. Korean J Med Educ. 2017;29(4):271-82. https://doi.org/10.3946/kjme.2017.73
  16. Hung W. Theory to reality: a few issues in implementing problem-based learning. Educ Technol Res Dev. 2011;59(4):529-52. https://doi.org/10.1007/s11423-011-9198-1
  17. Ju H, Choi I, Yoon BY. Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students' argumentation according to a framework of hypothetico-deductive reasoning. Korean J Med Educ. 2017;29(2):101-9. https://doi.org/10.3946/kjme.2017.57
  18. Ju H, Choi I, Rhee BD, Lee JT. Challenges experienced by Korean medical students and tutors during problem-based learning: a cultural perspective. Interdiscip J Probl Based Learn. 2016;10(1):8.
  19. Lloyd-Jones G, Hak T. Self-directed learning and student pragmatism. Adv Health Sci Educ Theory Pract. 2004;9(1):61-73. https://doi.org/10.1023/B:AHSE.0000012228.72071.1e
  20. Patel VL, Groen GJ, Norman GR. Effects of conventional and problembased medical curricula on problem solving. Acad Med. 1991;66(7):380-9. https://doi.org/10.1097/00001888-199107000-00002
  21. Yeo S, Chang BH. Students' perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea. Korean J Med Educ. 2016;28(1):9-16. https://doi.org/10.3946/kjme.2016.4
  22. Barrow EJ, Lyte G, Butterworth T. An evaluation of problem-based learning in a nursing theory and practice module. Nurse Educ Pract. 2002;2(1):55-62. https://doi.org/10.1054/nepr.2002.0043
  23. Kim JY, Son HJ, Kim JH, Hong KP. Does tutor evaluation in the PBL course assess different aspects of learning from what written examination assesses? Korean J Med Educ. 2005;17(1):37-47. https://doi.org/10.3946/kjme.2005.17.1.37
  24. Des Marchais JE, Vu NV. Developing and evaluating the student assessment system in the preclinical problem-based curriculum at Sherbrooke. Acad Med. 1996;71(3):274-83. https://doi.org/10.1097/00001888-199603000-00021
  25. Wood EJ. Problem-based learning. Acta Biochim Pol. 2004;51(2):21-6.
  26. Choi I, Yoon BY. New challenges for Korean medical education: enhancing students' abilities to deal with uncertain ill-defined problems. Korean Med Educ Rev. 2014;16(3):111-8. https://doi.org/10.17496/KMER.2014.16.3.111
  27. Baker DF. Peer assessment in small groups: a comparison of methods. J Manag Educ. 2008;32(2):183-209. https://doi.org/10.1177/1052562907310489
  28. Kim KJ, Hwang JY. Characteristics of medical teachers using student-centered teaching methods. Korean J Med Educ. 2017;29(3):187-91. https://doi.org/10.3946/kjme.2017.64
  29. Park KH, Park JH, Kim S, Rhee JA, Kim JH, Ahn YJ, et al. Students' perception of the educational environment of medical schools in Korea: findings from a nationwide survey. Korean J Med Educ. 2015;27(2):117-30. https://doi.org/10.3946/kjme.2015.27.2.117
  30. Kirkpatrick JD, Kirkpatrick WK. Kirkpatrick's four levels of training evaluation. Alexandria (VA): ATD Press; 2016.