TY - JOUR
T1 - Does blended problem-based learning make Asian medical students active learners?
T2 - a prospective comparative study
AU - Shimizu, Ikuo
AU - Nakazawa, Hideyuki
AU - Sato, Yoshihiko
AU - Wolfhagen, Ineke H. A. P.
AU - Koenings, Karen D.
N1 - Funding Information:
This work was supported by the JSPS KAKENHI under Grant #15 K19145.
Publisher Copyright:
© 2019 The Author(s).
PY - 2019/5/15
Y1 - 2019/5/15
N2 - BackgroundAsian educators have struggled to implement problem-based learning (PBL) because students rarely discuss their work actively and are not sufficiently engaged in self-directed learning. Supplementing PBL with additional e-learning, i.e. blended' PBL (bPBL), could stimulate students' learning process.MethodsWe investigated the effects of bPBL on tutorial group functioning (discussion, self-efficacy, self-directed learning, active participation, and tutor's perceived authority) and students' level of acceptance of the e-learning elements. We compared PBL and bPBL in a medical university in Japan. In the bPBL condition, the tutor's instructions were replaced with online materials and short quizzes. After the course, a 13-item questionnaire using a 5-point Likert scale was distributed regarding the tutorial group functioning of the tutorial group (influence of discussion, self-efficacy, self-directed learning, active participation, and tutors' authority). The mean scores of subscales were compared with analysis of covariance. Knowledge levels were measured using a pre-test post-test design. A multiple regression analysis was performed to explore the association between e-learning acceptance and the subscales related to PBL.ResultsNinety-six students participated in the study (PBL: n=24, bPBL: n=72). Self-efficacy and motivation for learning triggered by group discussions was significantly higher for students in bPBL (p=0.032 and 0.007, respectively). Knowledge gain in test scores was also significantly better in the bPBL condition (p=0.026), and self-directed learning related positively to the acceptance of blended learning (p=0.044).ConclusionsbPBL seemed more effective in promoting active learning and improving knowledge, without affecting tutors' authority. Implementing e-learning into PBL is suggested to be an effective strategy in the Asian context.
AB - BackgroundAsian educators have struggled to implement problem-based learning (PBL) because students rarely discuss their work actively and are not sufficiently engaged in self-directed learning. Supplementing PBL with additional e-learning, i.e. blended' PBL (bPBL), could stimulate students' learning process.MethodsWe investigated the effects of bPBL on tutorial group functioning (discussion, self-efficacy, self-directed learning, active participation, and tutor's perceived authority) and students' level of acceptance of the e-learning elements. We compared PBL and bPBL in a medical university in Japan. In the bPBL condition, the tutor's instructions were replaced with online materials and short quizzes. After the course, a 13-item questionnaire using a 5-point Likert scale was distributed regarding the tutorial group functioning of the tutorial group (influence of discussion, self-efficacy, self-directed learning, active participation, and tutors' authority). The mean scores of subscales were compared with analysis of covariance. Knowledge levels were measured using a pre-test post-test design. A multiple regression analysis was performed to explore the association between e-learning acceptance and the subscales related to PBL.ResultsNinety-six students participated in the study (PBL: n=24, bPBL: n=72). Self-efficacy and motivation for learning triggered by group discussions was significantly higher for students in bPBL (p=0.032 and 0.007, respectively). Knowledge gain in test scores was also significantly better in the bPBL condition (p=0.026), and self-directed learning related positively to the acceptance of blended learning (p=0.044).ConclusionsbPBL seemed more effective in promoting active learning and improving knowledge, without affecting tutors' authority. Implementing e-learning into PBL is suggested to be an effective strategy in the Asian context.
KW - Blended learning
KW - Health professions education
KW - Problem-based learning
KW - Quiz
KW - Self-directed learning
KW - BEHAVIORAL INTENTION
KW - PERCEIVED EASE
KW - ACCEPTANCE
KW - IMPLEMENTATION
KW - TECHNOLOGY
KW - CHALLENGES
KW - EDUCATION
KW - OUTCOMES
KW - DRIVES
KW - MODEL
U2 - 10.1186/s12909-019-1575-1
DO - 10.1186/s12909-019-1575-1
M3 - Article
SN - 1472-6920
VL - 19
JO - BMC Medical Education
JF - BMC Medical Education
M1 - 147
ER -