Lumbini Medical College & Teaching Hospital, Tansen, Palpa, Nepal.
Karnali Academy of Health Sciences, Jumla, Karnali, Nepal.
JNMA J Nepal Med Assoc. 2024 May 31;62(274):358-362. doi: 10.31729/jnma.8600.
Problem-based learning is a student-centered learning method. Assessing students' understanding, settled way of thinking and interpretation towards problem-based learning is essential. The objective of the study was to understand the attitude and perception of preclinicalM.B.B.S. students about problem-based learning.
A descriptive cross-sectional study was conducted from July 5, 2023 to September 4, 2023 for the duration of two months after duly approval from Institutional Review Committee (Protocol No: IRC-LMC-04/Q-23). First and second year M.B.B.S. students who had good experience of attending problem-based learning sessions in integrated basic science subjects were included in the study. Fifteen close-ended questions related to attitude and perceptions were designed in Google Form. The responses were taken on five point Likert scale ranging from strongly disagree (1), disagree (2), neutral (3), agree (4), and strongly agree (5). Data were expressed as frequency and percentage.
Among 164 participants, 92 (56.09%) strongly agreed and 67 (40.87%) agreed that problem based learning enhances self-directed learning on the topic. Similarly, 103 (62.80%) strongly agreed and 59 (35.98%) agreed that problem based learning improves communication skills. Likewise, 78(47.57%) agreed and 53 (32.32%) strongly agreed that this learning method improves confidence in decision-making. Moreover, 89 (54.28%) agreed and 58 (35.36%) strongly agreed that tutors motivate students to learn themselves through problem based learning.
Majority of the students have positive attitude and good perception towards problem based learning. This method helps in generating skills like communication skills, group discussion, constructive critical reasoning, decision-making.
基于问题的学习是一种以学生为中心的学习方法。评估学生对基于问题的学习的理解、既定思维方式和解读至关重要。本研究的目的是了解临床前医学学士学生对基于问题的学习的态度和看法。
在获得机构审查委员会正式批准（方案编号：IRC-LMC-04/Q-23）后，于2023年7月5日至2023年9月4日进行了为期两个月的描述性横断面研究。纳入了在综合基础科学科目中参加基于问题的学习课程有良好体验的医学学士一年级和二年级学生。在谷歌表单中设计了15个与态度和看法相关的封闭式问题。回答采用五点李克特量表，范围从强烈不同意（1）、不同意（2）、中立（3）、同意（4）和强烈同意（5）。数据以频率和百分比表示。
在164名参与者中，92人（56.09%）强烈同意，67人（40.87%）同意基于问题的学习增强了对该主题的自主学习。同样，103人（62.80%）强烈同意，59人（35.98%）同意基于问题的学习提高了沟通技巧。同样，78人（47.57%）同意，53人（32.32%）强烈同意这种学习方法提高了决策信心。此外，89人（54.28%）同意，58人（35.36%）强烈同意导师通过基于问题的学习激励学生自主学习。
大多数学生对基于问题的学习持积极态度和良好看法。这种方法有助于培养沟通技巧、小组讨论、建设性批判性推理、决策等技能。
