Evaluation of three instructional methods of teaching for undergraduate medical students, at King Saud university, Saudi Arabia
Background: There is an international move from traditional curriculum towards the learner - centered, and patient-oriented curriculum. In spite of its advantages, problem-based learning requires a larger number of teaching staff and space. This study was done to compare the problem-based learning (...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Medknow Publications
2008-01-01
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| Series: | Journal of Family and Community Medicine |
| Subjects: | |
| Online Access: | http://www.jfcmonline.com/article.asp?issn=2230-8229;year=2008;volume=15;issue=3;spage=133;epage=138;aulast=Al-Faris |
| _version_ | 1818145665952251904 |
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| author | Eiad A Al-Faris Hamza M Abdulghani Khalid A.B. Abdulrahman Norah A Al-Rowais Abdulaziz A.B. Saeed Shaffi A Shaikh |
| author_facet | Eiad A Al-Faris Hamza M Abdulghani Khalid A.B. Abdulrahman Norah A Al-Rowais Abdulaziz A.B. Saeed Shaffi A Shaikh |
| author_sort | Eiad A Al-Faris |
| collection | DOAJ |
| description | Background: There is an international move from traditional curriculum towards the learner - centered, and patient-oriented curriculum. In spite of its advantages, problem-based learning requires a larger number of teaching staff and space. This study was done to compare the problem-based learning (PBL), lectures and modified PBL methods.
Methods: Thirty-three fifth year medical students who were taking the Family Medicine rotation participated in the study at the College of Medicine, King Saud University. Three instructors participated in the teaching of three topics to the three groups of students. Students acted as control for themselves across the three instructional methods, namely; lectures, PBL and modified PBL. The main outcomes were students′ recall of knowledge, problem solving skills and topic comprehension.
Results: In the initial assessment, there was a significant difference in favor of PBL and the modified PBL regarding comprehension of the topic as tested by the short answer questions (p = 0.0001), problem solving skills as tested by the modified essay question (p = 0.002). Non-
significant results were observed at the second stage of assessment. The modified PBL method
was the preferred one for 39% of the students, followed by the PBL (36%) and lastly the lectures (25%).
Conclusion: This empirical study suggests some advantages for the PBL method and the modified PBL over the lecture method. Larger studies are needed to confirm our results of this important issue as the modified PBL is an affordable option for schools that can not meet the staff and space requirements of the PBL curriculum. |
| first_indexed | 2024-12-11T12:07:05Z |
| format | Article |
| id | doaj.art-58255aeae1644c7e8f464f5dadfa72dd |
| institution | Directory Open Access Journal |
| issn | 2230-8229 2229-340X |
| language | English |
| last_indexed | 2024-12-11T12:07:05Z |
| publishDate | 2008-01-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Journal of Family and Community Medicine |
| spelling | doaj.art-58255aeae1644c7e8f464f5dadfa72dd2022-12-22T01:07:54ZengWolters Kluwer Medknow PublicationsJournal of Family and Community Medicine2230-82292229-340X2008-01-01153133138Evaluation of three instructional methods of teaching for undergraduate medical students, at King Saud university, Saudi ArabiaEiad A Al-FarisHamza M AbdulghaniKhalid A.B. AbdulrahmanNorah A Al-RowaisAbdulaziz A.B. SaeedShaffi A ShaikhBackground: There is an international move from traditional curriculum towards the learner - centered, and patient-oriented curriculum. In spite of its advantages, problem-based learning requires a larger number of teaching staff and space. This study was done to compare the problem-based learning (PBL), lectures and modified PBL methods. Methods: Thirty-three fifth year medical students who were taking the Family Medicine rotation participated in the study at the College of Medicine, King Saud University. Three instructors participated in the teaching of three topics to the three groups of students. Students acted as control for themselves across the three instructional methods, namely; lectures, PBL and modified PBL. The main outcomes were students′ recall of knowledge, problem solving skills and topic comprehension. Results: In the initial assessment, there was a significant difference in favor of PBL and the modified PBL regarding comprehension of the topic as tested by the short answer questions (p = 0.0001), problem solving skills as tested by the modified essay question (p = 0.002). Non- significant results were observed at the second stage of assessment. The modified PBL method was the preferred one for 39% of the students, followed by the PBL (36%) and lastly the lectures (25%). Conclusion: This empirical study suggests some advantages for the PBL method and the modified PBL over the lecture method. Larger studies are needed to confirm our results of this important issue as the modified PBL is an affordable option for schools that can not meet the staff and space requirements of the PBL curriculum.http://www.jfcmonline.com/article.asp?issn=2230-8229;year=2008;volume=15;issue=3;spage=133;epage=138;aulast=Al-FarisInstructional methodslecturesmodified PBLPBLSaudi Arabia. |
| spellingShingle | Eiad A Al-Faris Hamza M Abdulghani Khalid A.B. Abdulrahman Norah A Al-Rowais Abdulaziz A.B. Saeed Shaffi A Shaikh Evaluation of three instructional methods of teaching for undergraduate medical students, at King Saud university, Saudi Arabia Journal of Family and Community Medicine Instructional methods lectures modified PBL PBL Saudi Arabia. |
| title | Evaluation of three instructional methods of teaching for undergraduate medical students, at King Saud university, Saudi Arabia |
| title_full | Evaluation of three instructional methods of teaching for undergraduate medical students, at King Saud university, Saudi Arabia |
| title_fullStr | Evaluation of three instructional methods of teaching for undergraduate medical students, at King Saud university, Saudi Arabia |
| title_full_unstemmed | Evaluation of three instructional methods of teaching for undergraduate medical students, at King Saud university, Saudi Arabia |
| title_short | Evaluation of three instructional methods of teaching for undergraduate medical students, at King Saud university, Saudi Arabia |
| title_sort | evaluation of three instructional methods of teaching for undergraduate medical students at king saud university saudi arabia |
| topic | Instructional methods lectures modified PBL PBL Saudi Arabia. |
| url | http://www.jfcmonline.com/article.asp?issn=2230-8229;year=2008;volume=15;issue=3;spage=133;epage=138;aulast=Al-Faris |
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