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How students perceive problem-based learning (PBL) group tutorials at a Swedish Medical College
Linköping University, Department of Medical and Health Sciences, Division of Cardiovascular Medicine. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Heart and Medicine Center, Department of Thoracic and Vascular Surgery.
Linköping University, Department of Medical and Health Sciences, Division of Cardiovascular Medicine. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Heart and Medicine Center, Department of Clinical Physiology in Linköping.
Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences.
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2015 (English)In: Med Ed Publish, ISSN 2312-7996, Vol. 6, no 17Article in journal (Refereed) Published
Abstract [en]

Introduction: student perception of problem-based learning (PBL) group tutorials was investigated at a Swedish University Medical College 27 years after the introduction of PBL into the curriculum.

Methods: a survey questionnaire comprising 43 questions answered on a Likert-type scale, together with one open question was used. The questionnaire was distributed to all 821 students taking part in the Linköping University medical program at the beginning of the Spring Term 2013. The results were subjected to explorative factor analysis, descriptive statistics and ANOVA. Responses to the open question where analyzed qualitatively by categorization.

Results: 84 per cent of the 821 students completed the survey. Four factors describing student perception were identified: 1) PBL as a method of learning; 2) the tutor’s role; 3) PBL, stress and feelings of insecurity; and 4) traditional teaching methods within the PBL curriculum. The Cronbach´s alpha value was 0,788 overall. Two hundred and seventy-six students answered the open question declaring that they would appreciate more precise aims and objectives, smaller tutorial groups, and more formal lectures.

Conclusions: the results of this study on PBL group tutorials, as seen from the student’s perspective, stress the importance of tutorial quality, tutor competence, tutorial group size and the quality and aims of the curriculum. Too much emphasis on the teacher’s research merits against the educational ones, and the inability to adapt to the needs and wishes of new generations of students seems a probable cause for the erosion of PBL.

Place, publisher, year, edition, pages
2015. Vol. 6, no 17
Keyword [en]
Problem-based learning, group work, tutors, self-directed learning
National Category
Clinical Medicine
Identifiers
URN: urn:nbn:se:liu:diva-122164DOI: 10.15694/mep.2015.006.0017OAI: oai:DiVA.org:liu-122164DiVA: diva2:862485
Available from: 2015-10-22 Created: 2015-10-22 Last updated: 2016-04-25

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Szabó, ZoltánNylander, EvaLjungman, AndersTheodorsson, AnnetteAhn, HenrikDavidsson, Bo
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Division of Cardiovascular MedicineFaculty of Health SciencesDepartment of Thoracic and Vascular SurgeryDepartment of Clinical Physiology in LinköpingDivision of Neuro and Inflammation ScienceFaculty of Medicine and Health SciencesDepartment of NeurosurgeryDepartment of Behavioural Sciences and Learning
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