Albarrak Ahmed I, Mohammed Rafiuddin, Abalhassan Mohammed F, Almutairi Nasser K
Medical Informatics and E-learning, College of Medicine, King Saud University, PO Box 63709, Riyadh 11526, Kingdom of Saudi Arabia. Tel. +966 554198890. Fax. +966 (11) 4690798. E-mail:
Saudi Med J. 2013 Nov;34(11):1179-88.
To evaluate the academic satisfaction and importance among traditional learning (TL) and problem based learning (PBL) medical students, and to further evaluate the areas of concern in the academic education from the student's point of view.
A cross sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Kingdom of Saudi Arabia from May to June 2012. The survey questionnaires were self-administered and consisted of mainly 6 sections: teaching, learning, supervision, course organization, information technology (IT) facilities, and development of skills.
A total of 92 TL (males: 66 [71.7%]; females: 26 [28.3%]), and 108 PBL (males: 84 [77.8%]; females: 24 [22.1%]), with a mean age of 21.3 +/- 1.3 (TL), and 20.7 +/- 1.0 (PBL) were included in the study. The overall satisfaction rate was higher in the PBL students when compared with TL students in: teaching (84.7%/60.3%); learning (81.4%/64.5%); supervision (80%/51.5%); course organization (69.3%/46.9%); IT facilities (74.0%/58.9%); and development of skills (79.1%/53.9%). There was statistical significance difference in academic satisfaction comparing both groups of students (p</=0.001). The overall importance rating was almost similar in both TL and PBL of students, and found no significance in comparing importance rating.
The most unsatisfied elements for TL students were supervision, teaching, and course organization, which demonstrate the disadvantages of the traditional system. The PBL was potentially considered a successful method in enhancing medical education.
评估传统学习（TL）和基于问题的学习（PBL）的医学生的学术满意度和重要性，并从学生角度进一步评估学术教育中令人关注的领域。
2012年5月至6月在沙特阿拉伯利雅得国王沙特大学医学院进行了一项横断面研究。调查问卷由学生自行填写，主要包括6个部分：教学、学习、监督、课程组织、信息技术（IT）设施和技能培养。
本研究共纳入92名传统学习的学生（男性：66名[71.7%]；女性：26名[28.3%]），以及108名基于问题的学习的学生（男性：84名[77.8%]；女性：24名[22.1%]），传统学习组学生的平均年龄为21.3±1.3岁，基于问题的学习组学生的平均年龄为20.7±1.0岁。与传统学习的学生相比，基于问题的学习的学生在以下方面的总体满意度更高：教学（84.7%/60.3%）；学习（81.4%/64.5%）；监督（80%/51.5%）；课程组织（69.3%/46.9%）；IT设施（74.0%/58.9%）；技能培养（79.1%/53.9%）。两组学生在学术满意度方面存在统计学显著差异（p≤0.001）。传统学习和基于问题的学习的学生的总体重要性评分几乎相似，在比较重要性评分时未发现显著差异。
传统学习的学生最不满意的因素是监督、教学和课程组织，这表明了传统教学体系的弊端。基于问题的学习可能被认为是一种成功的医学教育强化方法。
