Elzubeir Margaret A
Department of Medical Education, King Saud bin Abdul Aziz University for Health Sciences, Riyadh, Saudi Arabia.
Saudi J Kidney Dis Transpl. 2012 Jan;23(1):93-8.
To assess teaching in the Renal System Block of an integrated problem-based learning (PBL) undergraduate medical curriculum by the students' and tutors' according to their perceptions of relevance, stimulation and amount learned from the problems, a 16-item questionnaire focusing on these issues was distributed to a group of 1st year medical students in Riyadh, Saudi Arabia (n = 17) and their tutors (n = 3). Group ratings on Likert-type rating scales and open-ended comments were analyzed to determine median and qualitative differences. Students' and tutors had favorable, congruent perceptions of amount learned, stimulation and relevance of renal medicine problems to the Saudi Arabian healthcare context. Open-ended comments of both groups were highly supportive of the Block objectives, content and integrated teaching. It is concluded that exploring the congruence of students' and tutors' perspectives has been helpful in determining the necessity for renal medicine block modifications; emulating a PBL collaborative knowledge-building approach in curriculum development.
为了根据学生和导师对相关性、启发性以及从问题中学到的知识量的认知，评估沙特阿拉伯利雅得某所大学基于问题的学习（PBL）本科医学综合课程中肾脏系统模块的教学情况，向一组一年级医学生（n = 17）及其导师（n = 3）发放了一份聚焦这些问题的16项问卷。分析了李克特量表上的小组评分以及开放式评论，以确定中位数和质性差异。学生和导师对所学知识量、启发性以及肾脏医学问题与沙特阿拉伯医疗保健背景的相关性有着积极且一致的认知。两组的开放式评论都高度支持该模块的目标、内容和综合教学。结论是，探究学生和导师观点的一致性有助于确定修改肾脏医学模块的必要性；在课程开发中效仿PBL协作式知识构建方法。
