Short-term Effects of Problem-based Learning Curriculum on Students’ Self-directed Skills DevelopmentReportar como inadecuado




Short-term Effects of Problem-based Learning Curriculum on Students’ Self-directed Skills Development - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.

Croatian medical journal, Vol.47 No.3 June 2006. -

Aim: To investigate short-term effects of problem-based learning on students’ scientific thinking, problem solving, and conflict resolution skills.

Methods: The study was conducted in two medical schools, Ondokuz Mayıs University in Samsun and Trakya University in Edirne, Turkey. The two schools used different instructional approaches in educational methods: Ondokuz Mayıs University followed a problem-based learning curriculum and Trakya University a traditional didactic curriculum. Three groups of students were included as follows: (a) 83 first-year from Ondokuz Mayıs University, who passed an English language proficiency exam; (b) 146 students who failed English language proficiency exam and had to spend a year attending preparatory English language classes before starting their first year at Ondokuz Mayıs University (first control group); and (c) 124 students first-year students from Trakya University (second control group). All participants completed the Problem Solving Inventory, Scientific Thinking Skills Questionnaire, and Conflict Resolution Scale at the beginning of the 2003-2004 academic year. The tests were re-administered to same students at the end of the academic year, ie, 10 months later.

Results: Analysis of covariance revealed no differences in pre-test scores among the problem-based learning, first, and second control groups in their scientific thinking (9.0±71.2, 8.9±3.2, and 8.7±1.3, respectively; P=0.124), problem solving (132.2±15.4, 131.2±16.2, and 132.1±17.4, respectively; P=0.454), and conflict resolution skills (112.3±14.6, 109.7±12.8, and 110.2±11.4, respectively; P=0.07). The study group in comparison with first and second control group had significantly better post-test results in scientific thinking (13.9±3.5, 9.5±2.2, and 9.1±2.7, respectively), problem solving (125.5±12.6, 130.1±11.2, and 131.1±15.4, respectively), and conflict resolution skills (125.4±12.7, 110.9±23.7, and 111.6±23.6, respectively) (P



Autor: Bektas Murat Yalcin - Tevfik Fikret Karahan - Demet Karadenizli - Erkan Melih Sahin -

Fuente: http://hrcak.srce.hr/



DESCARGAR PDF




Documentos relacionados