Paudel Sabita, Subedi Nuwadatta, Sapkota Subash, Shrestha Bijayata, Shrestha Sanjeeb
Department of Pharmacology, Gandaki Medical College, Pokhara, Kaski, Gandaki Province, Nepal.
Department of Forensic Medicine, Gandaki Medical College, Pokhara, Kaski, Gandaki Province, Nepal.
J Nepal Health Res Counc. 2021 Sep 6;19(2):384-389. doi: 10.33314/jnhrc.v19i2.3458.
Problem based learning is self-directed form of learning. Problem of Diabetes Mellitus was chosen. The objective was to evaluate perception of students towards Problem based learning and test their understanding.
A descriptive study was conducted from November 2019 till October 2020. An online Problem based learning session of a week was conducted to second-year Bachelors of Dental Surgery students using online applications. Tutors facilitated students in a group of five to six each. Pre-post testing of evaluation questions was done. At end of session, feedback of students on Problem based learning and tutor of Problem based learning were received with 'Dolmans and Schmidt' and 'Dolmans and Ginns' questionnaire.
There was increase in correct response in nine out of 12 evaluation questions. Most students agreed to influence of discussion, content tested, course objectives, lectures, tutor and reference literature. The students agreed that tutors facilitated active, self-directed, contextual and collaborative learning.
The influence of discussion among participants, content tested, course objectives, reference literature during the Problem based learning session were agreed upon by majority of the students. The tutors' role was accepted by participants in terms of stimulation to self-directed, active, collaborative and contextual learning.
基于问题的学习是一种自主学习形式。选择了糖尿病问题。目的是评估学生对基于问题的学习的认知并测试他们的理解。
于2019年11月至2020年10月进行了一项描述性研究。使用在线应用程序为牙科外科学士二年级学生举办了为期一周的在线基于问题的学习课程。导师将学生分成每组五到六人进行指导。对评估问题进行了前后测试。在课程结束时，通过“多尔曼斯和施密特”问卷以及“多尔曼斯和吉恩斯”问卷收集了学生对基于问题的学习的反馈以及对基于问题的学习导师的反馈。
12个评估问题中有9个的正确回答有所增加。大多数学生认可讨论、测试内容、课程目标、讲座、导师和参考文献的影响。学生们一致认为导师促进了主动、自主、情境化和协作式学习。
大多数学生认同基于问题的学习课程中参与者之间的讨论、测试内容、课程目标、参考文献的影响。参与者认可导师在激发自主、主动、协作和情境化学习方面的作用。
