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June 2009KUWAIT MEDICAL JOURNAL 125Table 3: Responses of both tutors and students to the question “Are you content with PBL?”Research populationTutorsStudentsAre you content with PBLYes I am indecisive No Totaln % n % n % n %7311754.974.5262319.514.6341725.610.8133157100.0100.0PBL = Problem based learningRESULTSMajority of the tutors (87.5%) and students (97.1%)responded to the questionnaire. 66.9% tutors answered“yes” to the question, “Is PBL an application that is ingeneral beneficial to the student?”. When the answerwas evaluated according to the departments, it wasdetermined that this answer was mostly given bythe tutors employed in departments of basic sciences(80.6%, Table 1).The question, “Are you content with PBL?” wasanswered as “yes” by 54.9% tutors. When the answerwas evaluated with regards to the tutors’ departments, itwas determined, once again, that the answer “yes” wasmostly given by tutors employed in the departmentsof basic sciences (74.2%, Table 2). 74.5% students alsoanswered “yes” to this question (Table 3).Among the close-ended questions those aimedat determining the opinion of tutors and studentsabout the extent of PBL’s contribution to certainsubject headings, “it contributed” response was tickedby most of the tutors and students for statements,“interpersonal relationships, adaptation to teamwork”and “developing communicational skills”, respectively(Table 4).When the mean scores obtained from the responsesto the above-mentioned questions were compared, asignificant difference was observed between the meanscores given by the tutors and the students. It wasdetermined that the students gave higher scores to thesix items given in Table 5 (p < 0.05).DISCUSSIONIt was observed that similar results have beenobtained with studies in the literature which aim todetermine opinion of tutors and students about PBLapplication in medical education [17-21] . Our studyrevealed that the majority of the tutors in charge ofPBL sessions felt that PBL was a beneficial applicationfor the students and that they were content with PBL.Additionally, it was found that a great majority of tutorsfelt that PBL offers significant contribution to studentsin areas, which were considered as the superior aspectsof PBL when compared to conventional education.It was a striking finding that the number of tutorswho were content with PBL and thought that PBLwas beneficial to the students were higher in thedepartments of basic sciences when compared to theother departments. Since PBL is an education modelthat is used in basic sciences in medical education,the answers given by the tutors employed in thesedepartments become more important. Additionally,the high rate of students (74.5%) who are contentwith PBL is an eminently important finding. Whenthe mean scores of the study groups given to itemsaimed to determine skills that are better acquiredthrough PBL than through conventional educationwere compared, it was found that the mean scoresgiven by the students were higher for eight items. Thisfinding shows that the students feel that PBL makespositive contributions in terms of skills mentioned inthose items. In the light of these findings, it may beTable 4: The percentage of tutors and students who said “it contributed” and “it contributed well enough” with PBL’s contributionin certain subject headingsSubject headingsInterpersonal relationships, adaptation to teamworkSkill of telling the information gained to othersDeveloping the skill of communicationSelf-directed learning and use of resourceDeveloping the skill logical thinkingUsing the information sources like library and internet for access to informationProblem solving skillDeveloping the skill of decision-takingIntegrating obtained knowledgeSkill of selecting useful information among information sourcesIncreasing the motivation for learningThe development of the skill of approaching the patient as a biopsychosocial wholeTutorsStudentsn % n %95958886818080706664635771.471.466.764.761.460.660.652.650.048.547.742.91051161231061231011211221118111411761.868.272.462.472.460.171.271.865.348.268.368.8
126Evaluation of Problem Based Learning by Tutors and Students in a Medical Faculty of TurkeyJune 2009Table 5: Mean scores obtained from responses of both tutors and students to the suggestions of PBL’s contribution in certain subjectheadingsSubject headingsInterpersonal relationships, adaptation to teamworkSkill of telling the information gained to the othersDeveloping the skill of communicationSelf-directed learning and use of resource tutorsDeveloping the skill logical thinkingUsing the information sources like library and internet for accessto informationProblem solving skillDeveloping the skill of decision-takingIntegrating obtained knowledgeSkill of selecting useful information among information sourcesIncreasing the motivation for learningThe development of the skill of approaching the patient as abiopsychosocial wholeTutors Students Statistical analysesMean SD Mean SD p-value t*3.813.793.723.613.573.603.613.433.333.343.403.291.080.930.940.910.950.990.970.941.010.941.011.023.703.743.953.633.853.573.883.873.713.193.813.831.051.051.051.181.061.130.990.971.101.281.081.080.340.650.050.890.010.810.010.000.000.2430.000.00-0.95-0.451.960.132.35-0.232.423.923.12-1.163.374.37* Independent sample t-testconcluded that PBL is useful in teaching especiallyof basic sciences in medical education and it helpsthe students to acquire skills which are crucialcomponents of education.On the other hand, it is an interesting findingthat the tutors employed in surgical sciences werethose who were least content with PBL. When theresponses of this group to the open-ended questionsaimed at determining the opinion and suggestionsabout PBL were examined, it was determined thatsome problems were mentioned in their answers.These problems were the time-consuming natureof PBL, the difficulty of allocating time for PBLwhile being busy with the routine tasks, the burdenof acting as orientators for a topic in which they arenot competent, and the lack of their faith in PBL. Inorder to solve these problems, attempts were madeto assign the tutors to PBL sessions once in everyterm and particularly to modules that are closelyrelevant to their branches.The part of the questionnaire entitled “Youropinion and suggestions about PBL” helpeddetermine points on which the tutors and studentswould like to see the greatest improvement.According to this part of the questionnaire, thetutors asked for the selection of topics that aresusceptible to self-directed learning and convenientto be discussed comprehensively and demandedbetter construction of scenarios. The students, onthe other hand, requested tutors to attend the PBLmodules well-prepared and have a participationstandard. Moreover, they have requested betterselection of PBL topics. All these requests are andwill be taken into consideration in the processof planning and developing educational andinstructional activities.CONCLUSIONOur results show that PBL is well received by thetutors and students in AUFM and PBL is acceptablein a Turkish setting of undergraduate medicaleducation in our faculty.ACKNOWLEDGMENTSThe authors thank the Akdeniz UniversityResearch Fund for financial support.REFERENCES1. Finucane P, Nichols F, Gannon B, Runciman S, PrideauxD, Nicholas T. Recruiting problem based- learning(PBL) tutors for a PBL-based curriculum: the FlindersUniversity experience. Med Educ 2001; 35:56-61.2. Elliott M. Are we going in the right direction? Asurvey of the undergraduate medical education inCanada, Australia and the United Kingdom from ageneral practice perspective. Med Teach 1999; 21:53-60.3. Maudsley G. Do we all mean the same thing by“problem-based learning”? A review of the conceptsand a formulation of the ground rules. Acad Med1999;74:178-185.4. Coles CR. Differences between conventional andproblem-based curricula in their students’ approachesto studying. Med Educ 1985; 19:308-309.5. Newble DI, Clarke RM. The approaches to learning ofstudents in a traditional and in an innovative problembasedmedical school. Med Educ 1986; 20:267-273.6. Dolmans D, Schmidt H. The advantages of problembasedcurricula. Postgrad Med J 1996; 72:535-538.7. Blumberg P, Michael JA. Development of self-directedlearning behaviours in a partially teacher-directed,problem-based learning curriculum. Teach LearnMed 1992; 4:3-8.8. Hill J, Rolfe IE, Pearson SA, Heathcote A. Do juniordoctors feel they are prepared for hospital practice?
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