File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: PBL curriculum improves medical students' participation in small-group tutorials

TitlePBL curriculum improves medical students' participation in small-group tutorials
Authors
Issue Date2007
PublisherInforma Healthcare. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0142159X.asp
Citation
Medical Teacher, 2007, v. 29 n. 6, p. e198-e203 How to Cite?
AbstractBackground: Group learning is the core of problem-based learning (PBL) but has not been extensively studied, especially in Asian students. Methods: This study compared students of PBL and non-PBL curricula in students' talking time and participation in small-group tutorials in a medical school in Asia. The proportions of student talking of 46 tutorials in three teaching rotations of the PBL curriculum and those of 43 corresponding tutorials in the non-PBL curriculum were counted. Twelve videotapes of tutorials (six from each curriculum), stratified for tutor, case scenario and students' learning stage, were randomly selected and transcribed. They were rated with the group-interaction (5 items) and active-participation (four items) tutorial assessment scales developed by Valle et al. These outcomes were compared between the students of PBL and non-PBL curricula. Results: Students from the PBL curriculum talked significantly more. In only two (4.7%) of 43 tutorials in the non-PBL curriculum did the students talk more than the tutors; but students talked more than the tutors in 17 (37.0%) of 46 tutorials in the PBL curriculum. PBL students scored significantly higher than non-PBL students in all items except one item (respect to peers) of the tutorial assessment scales, and in the mean scores of both the group interaction scale (items 1-5) and the active participation scale (items 6-9). Conclusions: The results suggested that PBL starting from the early years of a medical curriculum was associated with more active student participation, interaction and collaboration in small-group tutorials.
Persistent Identifierhttp://hdl.handle.net/10722/78101
ISSN
2015 Impact Factor: 2.355
2015 SCImago Journal Rankings: 1.614
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorWun, YTen_HK
dc.contributor.authorTse, Een_HK
dc.contributor.authorLam, TPen_HK
dc.contributor.authorLam, Cen_HK
dc.date.accessioned2010-09-06T07:39:10Z-
dc.date.available2010-09-06T07:39:10Z-
dc.date.issued2007en_HK
dc.identifier.citationMedical Teacher, 2007, v. 29 n. 6, p. e198-e203en_HK
dc.identifier.issn0142-159Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/78101-
dc.description.abstractBackground: Group learning is the core of problem-based learning (PBL) but has not been extensively studied, especially in Asian students. Methods: This study compared students of PBL and non-PBL curricula in students' talking time and participation in small-group tutorials in a medical school in Asia. The proportions of student talking of 46 tutorials in three teaching rotations of the PBL curriculum and those of 43 corresponding tutorials in the non-PBL curriculum were counted. Twelve videotapes of tutorials (six from each curriculum), stratified for tutor, case scenario and students' learning stage, were randomly selected and transcribed. They were rated with the group-interaction (5 items) and active-participation (four items) tutorial assessment scales developed by Valle et al. These outcomes were compared between the students of PBL and non-PBL curricula. Results: Students from the PBL curriculum talked significantly more. In only two (4.7%) of 43 tutorials in the non-PBL curriculum did the students talk more than the tutors; but students talked more than the tutors in 17 (37.0%) of 46 tutorials in the PBL curriculum. PBL students scored significantly higher than non-PBL students in all items except one item (respect to peers) of the tutorial assessment scales, and in the mean scores of both the group interaction scale (items 1-5) and the active participation scale (items 6-9). Conclusions: The results suggested that PBL starting from the early years of a medical curriculum was associated with more active student participation, interaction and collaboration in small-group tutorials.en_HK
dc.languageengen_HK
dc.publisherInforma Healthcare. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0142159X.aspen_HK
dc.relation.ispartofMedical Teacheren_HK
dc.rightsMedical Teacher. Copyright © Informa Healthcare.en_HK
dc.subject.meshAdulten_HK
dc.subject.meshCurriculumen_HK
dc.subject.meshEducation, Medical, Undergraduate - methodsen_HK
dc.subject.meshEducational Measurementen_HK
dc.subject.meshFemaleen_HK
dc.subject.meshGroup Processesen_HK
dc.subject.meshHong Kongen_HK
dc.subject.meshHumansen_HK
dc.subject.meshMaleen_HK
dc.subject.meshProblem-Based Learning - methodsen_HK
dc.subject.meshStatistics, Nonparametricen_HK
dc.subject.meshStudents, Medical - psychologyen_HK
dc.subject.meshVideotape Recordingen_HK
dc.titlePBL curriculum improves medical students' participation in small-group tutorialsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0142-159X&volume=29&spage=e198 &epage= e203 (I.F. 1.229)&date=2007&atitle=PBL+Curriculum+Improves+Medical+Students%27+Participation+in+Small-group+Tutorials.en_HK
dc.identifier.emailLam, TP:tplam@hku.hken_HK
dc.identifier.emailLam, C:clklam@hku.hken_HK
dc.identifier.authorityLam, TP=rp00386en_HK
dc.identifier.authorityLam, C=rp00350en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/01421590701294349en_HK
dc.identifier.pmid17917990-
dc.identifier.scopuseid_2-s2.0-35848960155en_HK
dc.identifier.hkuros146444en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-35848960155&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume29en_HK
dc.identifier.issue6en_HK
dc.identifier.spagee198en_HK
dc.identifier.epagee203en_HK
dc.identifier.isiWOS:000250671800023-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridWun, YT=36902991100en_HK
dc.identifier.scopusauthoridTse, E=25640445800en_HK
dc.identifier.scopusauthoridLam, TP=55232643600en_HK
dc.identifier.scopusauthoridLam, C=24755913900en_HK

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats