Medical Undergraduates’ Core Performance Scores and Opinions Towards E-PBL

Abstract

As a commonly used method in medical faculties, Problem Based Learning (PBL) is normally performed face-to-face. In this study, online sessions were conducted with multimedia supported (animation-based) problem scenarios. The aim of the study is to evaluate the effectiveness of online PBL (e-PBL) sessions and to compare the success of the both group (face-to-face and online).
The study was conducted in the 2018-2019 academic year from 3rd Grade students. There are two group (n = 24) for online sessions, and two group (n = 20) for face-to-face. Three sessions were conducted with each group. After the last sessions, all participants joined Clinically Oriented Reasoning Exam (CORE) online. There are 21 male(48%) and 23 female(52%) students in the study group. There are no significant differences in terms of CORE performance scores between online (61.29±13.98) and face-to-face (62.35±9.61) groups. There are also no significant differences according to gender for CORE performance scores. Female undergraduates (62.87±12.30) have similar scores with their male (60.57±11.99) peers. These results show that e-PBL sessions are as better as face-to-face sessions. We asked e-PBL participants to compare their experience with their previous face-to-face PBL experiences. Although there were technical failures in the online sessions, the students are satisfied with the following features: (a)effective learning, (b)saving of time, (c)visual elements, (d)flexibility of physical environment, (e)the advances of online learning system. On the other hand e-PBL has the following advantages: (a)no physical classroom, (b)animation based scenarios causes less paper consumption and increase audio-visual quality, (c)evaluating the performance of students objectively.

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Author Information
Irem Budakoğlu, Gazi University, Turkey
Vildan Özeke, University of Gaziosmanpasa, Turkey
Ozlem Coskun, University of Gazi, Turkey

• Category: Innovation & Technology

Posted by James Alexander Gordon

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