Self-Learning Skills and Problem-Based Learning in Medical Education: Case Study

Keywords: Self-Learning Skills, Learning in Medical Education, research skills, ability to MI, evaluation of learning success.

Abstract

The present research aims to explore the impact of “problem-based learning” on “self-learning skills” of students in the College of Medicine, Prince Sattam Bin Abdulaziz University. We use analytical descriptive method and applied the scale of “self-learning skills” on the study sample including 114 students from Medicine College divided into two groups. The first group is consisted of 63 students from third and fourth levels who are taught through problem-based learning. The second group is comprised of 51 students from fifth and sixth levels who are taught through traditional methods. The results of the study have showed that statistically significant differences are found between the both groups and put problem-based learning is found superior over the traditional one. Moreover, we find that the effect degree of strategy on the self-learning skills is varied. The effects are found strong on skill-development of information management and implementation of learning strategies. While, moderate impacts are found on Attitude Towards Learning (ATL), Learning Responsibility )LR(, Motivation and Self-confidence (MS), ability to Plan Learning (PL), ability to Use Learning Opportunities (ULO), Assessment of Learning Process (ALP) and evaluation of learning of success/results.

Downloads

Download data is not yet available.

Author Biography

Naglaa Ali Moustaffa, Prince Sattam Bin Abdulaziz University, Kingdom of Saudi Arabia.

Assistant Professor of Curriculums & Teaching Methods (Science), Department of Curriculums & Teaching Methods, College of Education Prince Sattam Bin Abdulaziz University, Kingdom of Saudi Arabia.

References

Abubakar, A. B., & Arshad, M. Y. (2015). Self-Directed Learning and Skills of Problem-Based Learning: A Case of Nigerian Secondary Schools Chemistry Students. International Education Studies, 8(12), 70-78.

Aydede, M. N., & Kesercioğlu, T. (2009). Development of self-learning skills scale for science and technology lesson. Journal of Çukurova University Faculty of Education, 3(36), 53-61.

Ayyildiz, Y., & Tarhan, L. (2015). Development of the self-directed learning skills scale. International Journal of Lifelong Education, 34(6), 663-679.

Barr, R. B., & Tagg, J. (1995). From teaching to learning—A new paradigm for undergraduate education. Change: The magazine of higher learning, 27(6), 12-26.

Barrett, T., Mac Labhrainn, I., & Fallon, H. (2005). Handbook of enquiry & problem based learning. Galway: CELT, 13-25.

Barrows, H. S. (1986). A taxonomy of problem‐based learning methods. Medical education, 20(6), 481-486.

Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer Publishing Company.

Boud, D. & Feletti, G. (2013). The Challenge of Problem-based Learning , 2 nd edition , Kegan page, London.

Candy, P. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass.

Cheng, A. (2016). Teachers and the Development of Student Non cognitive Skills, A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education Policy University of Arkansas, Fayetteville chievement among Qatari students. Creative Education, 6(08), 790.

CS7067E-Learning: Principles&PracticeII, from https://www.scss.tcd.ie/Nina.Bresnihan/msctl/CS7067/PBL.pdf

Czabanowska, K., Moust, J. H., Meijer, A. W., Schröder-Bäck, P., & Roebertsen, H. (2012). Problem-based learning revisited, introduction of active and self-directed learning to reduce fatigue among students. Journal of University Teaching & Learning Practice, 9(1), 6.

Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21, 516–525.

Frambach, J. M., Driessen, E. W., Chan, L. C., & van der Vleuten, C. P. (2012). Rethinking the globalisation of problem‐based learning: how culture challenges self‐directed learning. Medical education, 46(8), 738-747.

Garcia, E. (2016). The need to address non-cognitive skills in the education policy agenda. In Non-cognitive skills and factors in educational attainment (pp. 31-64) ...Retrieved from: http://www.epi.org/files/2014/the-need-to-address-non-cognitive-skills-12-02-2014.pdf

GoI (Government of India). (2016). Some Inputs for Draft National Education Policy 2016, 1-43

Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale (Doctoral dissertation). University of Georgia, Athens, GA.

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and. Educational psychologist, 42(2), 99-107.

Kan’an, A., & Osman, K. (2015). The relationship between self-directed learning skills and science a

Knowles, M.S.)1975(. Self-directed learning: a guide for learners and teachers. New York, NY: Cambridge Books. Educational Psychologist, 42, 99–107

Leary, H. M. (2012). Self-directed learning in problem-based learning versus traditional lecture-based learning: A meta-analysis. Retrieved from: http://www.amhsjournal.org on Saturday, March 18, 2017, IP:.4 77.30.211.104

Macdonald, R.F. and Savin-Baden, M. (2004). “A Briefing on Assessment in Problem-based Learning,” LTSN Generic Centre Assessment Series. Available on the Higher Education Academy’s Resource Database.

Maudsley, G. (1999). Do we all mean the same thing by" problem-based learning"? A review of the concepts and a formulation of the ground rules. Academic medicine: journal of the Association of American Medical Colleges, 74(2), 178-185.

Nerali, J. T., Telang, L. A., Telang, A., & Chakravarthy, P. V. K. (2016). The role of self-directed learning in problem-based learning: Health professions education. Archives of Medicine and Health Sciences, 4(1), 125.

Norman, G . (1999) The adult learner: a mythical species? Academic Medicine. 74, 8, 886-889

Premkumar, K., Vinod, E., Sathishkumar, S., Pulimood, A. B., Umaefulam, V., Samuel, P. P., & John, T. A. (2018). Self-directed learning readiness of Indian medical students: a mixed method study. BMC medical education, 18(1), 134.

Shokar,G,. Shokar, N., Romero, C., Bulik, R. (2002). Self-directed Learning: Looking at Outcomes With Medical Students, Medical Student Education ,34(3):197-200

Silen, C., & Uhlin, L. (2008). Self-directed learning—A learning issue for students and faculty! Teaching in Higher Education, 13, 461–475.

Silén, C., & Uhlin, L. (2008). Self-directed learning–a learning issue for students and faculty!. Teaching in Higher Education, 13(4), 461-475.

Tan, O. (2003). Problem-based learning innovation: Using problems to power learning in the 21stcentury.Singapore: Thomson Learn:ABC of learning and teaching in medicine: Problem based learning’ British Medical Journal.

Toohey, S. (1999). Designing courses for higher education. McGraw-Hill Education (UK).

Williamson, S. (2007). Development of a self-rating scale of self-directed learning, Nurse researcher 14(2):66-83

Wood, D. F. (2003). Problem based learning. Bmj, 326(7384), 328-330.
Published
2020-07-07
How to Cite
Moustaffa, N. (2020). Self-Learning Skills and Problem-Based Learning in Medical Education: Case Study. Amazonia Investiga, 9(30), 50-59. https://doi.org/10.34069/AI/2020.30.06.5
Section
Articles