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Article: A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic

TitleA comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic
Authors
KeywordsProblem-based learning
PBL
Distance learning
Online education
Issue Date2021
PublisherBioMed Central Ltd. The Journal's web site is located at http://www.biomedcentral.com/bmcmededuc/
Citation
BMC Medical Education, 2021, v. 21 n. 1, p. article no. 141 How to Cite?
AbstractBackground: Educational pedagogies were modified during the COVID-19 pandemic to minimise interruption to teaching. One approach has been the distance learning problem-based learning (PBL) tutorial utilising the online peer-to-peer platform. The aim of this study was to compare the performance of students using distance learning PBL tutorials using with that of students utilising the conventional face-to-face approach. Methods: This retrospective study was conducted in a single academic institution. We compared two groups of fourth-year medical students from the same class: one group used distance learning (DL); the other, the face-to-face (FF) method. We used students’ baseline performance at the preceding block for one-to-one propensity score matching. Students utilising the PBL tutorial were given grades by their tutors according to a standardised scoring system encompassing five key areas (score range: 0–10). The main outcome was a student’s total score (i.e., the sum of the scores from the five key areas, ranging from 0 to 50). Result: We matched 62 students in each group. With four tutorials, there were 490 observations, with 245 in each group. The mean total score for the DL group was 37.5 ± 4.6, which was significantly lower than that of the FF group (39.0 ± 4.4, p < 0.001). We noted that students in the DL group had a significantly lower scores for all five areas of proficiency: participation, communication, preparation, critical thinking and group skills. Conclusion: Findings of this study revealed that the performance of students utilising the DL PBL tutorials was lower than that of students participating in the conventional FF approach. Further studies are needed to ascertain the underlying cause.
Persistent Identifierhttp://hdl.handle.net/10722/298723
ISSN
2018 Impact Factor: 1.87
2015 SCImago Journal Rankings: 0.698
PubMed Central ID
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorFoo, CC-
dc.contributor.authorCheung, B-
dc.contributor.authorChu, KM-
dc.date.accessioned2021-04-12T03:02:30Z-
dc.date.available2021-04-12T03:02:30Z-
dc.date.issued2021-
dc.identifier.citationBMC Medical Education, 2021, v. 21 n. 1, p. article no. 141-
dc.identifier.issn1472-6920-
dc.identifier.urihttp://hdl.handle.net/10722/298723-
dc.description.abstractBackground: Educational pedagogies were modified during the COVID-19 pandemic to minimise interruption to teaching. One approach has been the distance learning problem-based learning (PBL) tutorial utilising the online peer-to-peer platform. The aim of this study was to compare the performance of students using distance learning PBL tutorials using with that of students utilising the conventional face-to-face approach. Methods: This retrospective study was conducted in a single academic institution. We compared two groups of fourth-year medical students from the same class: one group used distance learning (DL); the other, the face-to-face (FF) method. We used students’ baseline performance at the preceding block for one-to-one propensity score matching. Students utilising the PBL tutorial were given grades by their tutors according to a standardised scoring system encompassing five key areas (score range: 0–10). The main outcome was a student’s total score (i.e., the sum of the scores from the five key areas, ranging from 0 to 50). Result: We matched 62 students in each group. With four tutorials, there were 490 observations, with 245 in each group. The mean total score for the DL group was 37.5 ± 4.6, which was significantly lower than that of the FF group (39.0 ± 4.4, p < 0.001). We noted that students in the DL group had a significantly lower scores for all five areas of proficiency: participation, communication, preparation, critical thinking and group skills. Conclusion: Findings of this study revealed that the performance of students utilising the DL PBL tutorials was lower than that of students participating in the conventional FF approach. Further studies are needed to ascertain the underlying cause.-
dc.languageeng-
dc.publisherBioMed Central Ltd. The Journal's web site is located at http://www.biomedcentral.com/bmcmededuc/-
dc.relation.ispartofBMC Medical Education-
dc.rightsBMC Medical Education. Copyright © BioMed Central Ltd.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectProblem-based learning-
dc.subjectPBL-
dc.subjectDistance learning-
dc.subjectOnline education-
dc.titleA comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic-
dc.typeArticle-
dc.identifier.emailFoo, CC: ccfoo@hku.hk-
dc.identifier.emailChu, KM: chukm@hku.hk-
dc.identifier.authorityFoo, CC=rp01899-
dc.identifier.authorityChu, KM=rp00435-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1186/s12909-021-02575-1-
dc.identifier.pmid33658015-
dc.identifier.pmcidPMC7928185-
dc.identifier.scopuseid_2-s2.0-85101982169-
dc.identifier.hkuros322081-
dc.identifier.volume21-
dc.identifier.issue1-
dc.identifier.spagearticle no. 141-
dc.identifier.epagearticle no. 141-
dc.identifier.isiWOS:000625127800001-
dc.publisher.placeUnited Kingdom-

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