Jarrar Mu'taman, Mohamed Radwa Bakr, Al-Bsheish Mohammad, Albaker Waleed, Alumran Arwa, Alomran Ammar K
Vice Deanship for Quality and Development, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam 34212, Saudi Arabia.
Medical Education Department, King Fahd Hospital of the University, Al-Khobar 34445, Saudi Arabia.
Healthcare (Basel). 2022 Aug 21;10(8):1584. doi: 10.3390/healthcare10081584.
Problem-based learning (PBL) is now incorporated into the curricula of most medical schools around the world. In comparison to the traditional curriculum, less is known about the influence of the adoption and implementation of a problem-based curriculum on the perceived structures, processes, and outcomes of learning experiences reported by students. The purpose of this study was twofold: (1) to compare the quality of learning experience of students enrolled in traditional discipline-based and problem-based medical curricula and (2) to explore the mediation effect of the process quality between the relationship of the structural quality and students' perception of learning experience outcomes. Through the distribution of an electronic survey, all 3rd and 4th year medical students enrolled in the discipline-based curriculum and the problem-based curriculum were invited to participate in the study. The students from both curricula completed the Student Experience Survey (SES), which was developed by the National Center for Academic Accreditation and Evaluation. Descriptive statistics, independent sample -test and Hayes Macro regression analysis were used. Students enrolled in the problem-based curriculum had higher perceived support and sufficient advice with higher perceived quality of learning experiences compared with students enrolled in the traditional curriculum, however they reported less enjoyment of their university life. The structural factors (t = 19.83, ≤ 0.001) and process factors (t = 9.21, ≤ 0.001) were associated with an increase in students' reported outcomes by 0.67 and 0.49, respectively. These findings explain the mechanism by which the structural factors, such as maintaining adequate facilities and support, may help in enhancing the process quality (e.g., learner-centered learning), which in turn can enhance learning experience outcomes.
基于问题的学习（PBL）现已纳入全球大多数医学院校的课程体系。与传统课程相比，关于采用和实施基于问题的课程对学生所报告的学习经历的感知结构、过程和结果的影响，我们了解得较少。本研究的目的有两个：（1）比较传统学科基础医学课程和基于问题的医学课程中注册学生的学习体验质量；（2）探讨过程质量在结构质量与学生对学习体验结果的感知之间的关系中的中介作用。通过电子调查的方式，邀请了所有注册了学科基础课程和基于问题的课程的三、四年级医学生参与研究。来自这两种课程的学生都完成了由国家学术认证与评估中心开发的学生体验调查（SES）。使用了描述性统计、独立样本t检验和海耶斯宏观回归分析。与注册传统课程的学生相比，注册基于问题课程的学生有更高的感知支持和充分的建议，学习体验质量也更高，然而他们报告的大学生活乐趣较少。结构因素（t = 19.83，p≤0.001）和过程因素（t = 9.21，p≤0.001）分别与学生报告的结果增加0.67和0.49相关。这些发现解释了结构因素（如维持充足的设施和支持）可能有助于提高过程质量（如以学习者为中心的学习）的机制，而这反过来又可以提高学习体验结果。
