Al-Damegh Saleh A, Baig Lubna A
Department of Radiology, Qaseem Medical College, King Saud University, Kingdom of Saudi Arabia.
J Coll Physicians Surg Pak. 2005 Oct;15(10):605-8.
To compare the integrated problem-based learning (PBL) curriculum of the third year medical students of KSU at the Al-Qaseem campus with the traditional discipline-based teaching curriculum of students of Riyadh campus.
A comparative cross-sectional study.
Al-Qaseem and campuses of King Saud University (KSU). A structured questionnaire was used for comparing the students of third year at both campuses of KSU. The student's learning behaviours and their liking for teaching methodologies was evaluated from March to June 2003.
There were 138 3rd year students of Riyadh campus (59 females and 79 males) and 65, of Al-Qaseem campus (17 females and 48 males) (N = 203). Fifty-eight percent of students' at Al-Qaseem campus went to the library two or more times compared to 3.4% of the Riyadh campus (P = 0.000), 18.5% of Al-Qaseem campus used Journals (P = 0.000), and 86% did self-learning (P = 0.000), which was much higher than the students' at Riyadh campus.
Almost 75% students at Al-Qaseem campus were satisfied with their system of education compared to 20% at Riyadh campus (P = 0.000). Sixty-nine percent students at Al-Qaseem campus answered problem-solving questions correctly versus 7.25% of the students at Riyadh campus. The students of both campuses liked group teaching almost equally and thought it makes them remember better. The Al-Qaseem campus students liked PBL, clinical skills lab, tutorials, and also lectures delivered at the college.
PBL improved the students' usage of learning resources, problem-solving abilities and they were satisfied with their learning and the curriculum.
比较位于卡西姆校区的沙特国王大学（KSU）三年级医学生的基于问题的整合式学习（PBL）课程与利雅得校区学生的传统学科式教学课程。
一项比较性横断面研究。
卡西姆以及沙特国王大学（KSU）各校区。采用一份结构化问卷对KSU两个校区的三年级学生进行比较。于2003年3月至6月评估学生的学习行为及其对教学方法的喜好。
利雅得校区有138名三年级学生（59名女生和79名男生），卡西姆校区有65名（17名女生和48名男生）（N = 203）。卡西姆校区58%的学生去图书馆两次或更多次，而利雅得校区为3.4%（P = 0.000），卡西姆校区18.5%的学生使用期刊（P = 0.000），86%的学生进行自主学习（P = 0.000），这些比例均远高于利雅得校区的学生。
卡西姆校区近75%的学生对其教育体系满意，而利雅得校区为20%（P = 0.000）。卡西姆校区69%的学生能正确回答解决问题类题目，而利雅得校区为7.25%。两个校区的学生对小组教学的喜爱程度几乎相同，且认为小组教学能让他们记得更牢。卡西姆校区的学生喜欢PBL、临床技能实验室、辅导课以及学院举办的讲座。
PBL提高了学生对学习资源的利用、解决问题的能力，并且他们对学习和课程感到满意。
