creators_name: Musal, Berna creators_name: Taskiran, Cahit creators_name: Kelson, Ann type: journale datestamp: 2004-01-03 lastmod: 2011-03-11 08:55:26 metadata_visibility: show title: Opinions of Tutors and Students about Effectiveness of PBL in Dokuz Eylul University School of Medicine ispublished: pub subjects: meo-peer full_text_status: public keywords: PBL, opinions of students and tutors, PBL effectiveness abstract: Introduction: The aim of this study is to determine the opinions of tutors and students about the effectiveness of Problem-based Learning in Dokuz Eylul University School of Medicine. Methods: A questionnaire with a five-point Likert scale, with 1:minimum, 5;maximum, rating PBL effectiveness was administered in February and March of 2001 to tutors and students. Response rates of tutors and students were respectively 65.0% (130 out of 201) and 82.4% (346 out of 420). The reliability of the scale was high (Cronbach ?= 0.90). Results: Ratings of tutors and students respectively on identified outcomes of PBL varied between 3.80-4.69 and 3.69-4.27 out of 5 points. Both groups gave high ratings to the areas of clinical reasoning, communication and problem solving and gave lower ratings to gaining basic science knowledge. Basic science tutors rated the areas of problem solving, gaining basic science knowledge and intrinsic motivation of students significantly higher than did clinical science tutors. Discussion: According to the results of this study, tutors` and students` opinions about PBL outcomes were similar to those previously reported in the literature. Both groups had positive opinions about PBL’s effectiveness. As has been reported in other studies, tutors and students gave the lowest ratings to the area of gaining basic science knowledge. However, the ratings of basic science tutors were higher than those of clinical science tutors in this area. This may be due to pre-existing beliefs of clinical science tutors regarding the effectiveness of PBL for teaching factual basic science knowledge. date: 2003-11 date_type: published publication: Medical Education Online volume: 8 number: 16 refereed: TRUE referencetext: 1. Barrows HS. Problem-based Learning: An approach to medical education. Springer series on Medical Education, New York, 1980. 2. Davis MH, Harden RM. AMEE Medical Education Guide No.15: Problem-based Learning: A practical guide. Med Teach 1999; 21; 2; 130-154. 3. Schmidt HG. Educational Aspects of Problem-based Learning. In WMG Jochems (Ed.)1990, Delftse Universitaire Pers. 4. Thomas RE. Problem-based Learning; measurable outcomes. Med Educ 1997; 31:320-329. 5. Schmidt HG. Problem-based Learning : Rationale and description. Med Educ 1983;17:11-16. 6. Barrows HS. A specific, problem-based, self-directed learning method designed to teach medical problem-solving skills, and enhance knowledge retention and recall. In HG Schmidt and ML De Volker Eds) Tutorials in problem-based Learning 1984; 16-32. 7. Barrows HS, Kelson AM. Problem-based Learning: A Total Approach to Education. Monograph. Southern Illinois University School of Medicine, Springfield, Illinois, 1993. 8. Musal B, Akalin E, Kiliç O, Esen A, Alici E. Educational program and processes of Dokuz Eylül University School of Medicine, and roles of tutors, Tip Egitimi Dünyasi, 9;39-49, 2002. 9. Musal B, Aksakoglu G, Ucku R. Community-based Education Programme of Dokuz Eylul School of Medicine. Education for Health 2003; 16: 218-221. Schreurs ML, Roebertsen H, Bouhuijs PAJ.Teacher Training for All Teachers in A Faculty of Health Sciences, ICED Conference in Austin, Texas,1998. 10. Benor DA. Faculty development, teacher training and teacher accreditation, Medical Teacher 2000; 22: 503-513. 11. Musal B, Abacioglu H, Dicle O, Akalin E, Sarioglu S, Esen A. Med Educ Online [serial online] 2002;7:2. 12. Vernon DT, Blake RL. Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine 1993; 68: 550-563. 13. Vernon DT. Attitudes and opinions of faculty tutors about problem-based learning. Academic Medicine 1995; 70:216-223. 14. Vernon DT, Hosokawa MC. Faculty attitudes and opinions about problem-based learning. Academic Medicine 1996; 71: 1233-1238. citation: Musal, Berna and Taskiran, Cahit and Kelson, Ann (2003) Opinions of Tutors and Students about Effectiveness of PBL in Dokuz Eylul University School of Medicine. [Journal (On-line/Unpaginated)] document_url: http://cogprints.org/3361/1/f0000073.pdf