Student Self Assessment on Acquiring Competencies through Problem-based Learning in the Preclinical Years of Medical Education

10.6145/jme.201112_15(4).0006

Tan Chay-Hoon；Matthew Gwee；Dujeepa D. Samarasekera

Problem-Based Learning ； self-directed ； collaborative ； interpersonal and critical thinking skills

Journal of Medical Education

15卷4期（2011 / 12 / 01）

372 - 383

英文

Aims: This 2 part-study was to determine student self assessment on acquiring competencies for effective future learning through Problem-Based Learning (PBL) in the first 2 years of medical education in the National University of Singapore. Methodology: Part 1 was a faculty-initiated study using questionnaire with 4 point Likert scale to survey all the students in 3rd, 4th and 5th year of their study. Part 2 was a student-initiated peer questionnaire survey on the same cohort of students. Results: Part 1: The response rate was 186/232 (80%) for year 3, 162/211 (76%) for year 4 and 182/202 (90%) for year 5. Although the perceptions of students from year 3 to year 5 showed a general decline in their self assessment for self-directed learning (SDL) through PBL, 38% to 62% of all three cohorts reported that PBL had helped them in various aspects of SDL such as enhanced self-awareness, self-assessment, reflection on learning, taking initiative and responsibility for own learning. 60%-78% of all three cohorts perceived that PBL did foster collaboration with colleagues, working effectively in small groups, and taking responsibility for contribution and be accountable to group members. Students reported that PBL curriculum did not help them n their communication with patients and other healthcare workers. Part 2: The response rate as 44%. 45% of the students reported that PBL tutorials reinforce learning, 36% reported PBL tutorials help develop critical thinking skills and 25% reported that the PBL process helps develop interpersonal skills. Conclusion: Students perceived PBL curriculum helped them in acquiring SDL, collaboration, interpersonal and critical thinking skills.

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