A comparative study on problem based learning tutoring process in the promotion of generic skills in future medical professionals

Student perceptions

Research output: Contribution to journalArticle

Abstract

Objectives: The objective of this study was to explore the medical students' perception on Problem Based Learning (PBL) tutoring process in the promotion of generic skills and compare the tutoring processes between researcher-self as a PBL tutor in particular and other PBL tutors as practitioners in general. Materials and Methods: A cross-sectional study was conducted during year 2015 to 2016 on a purposive sample of 121 students from 12 groups of first and second year UKM medical students of academic session 2014/2015 and 2015/2016. PBL tutoring attributes were included in a pretested questionnaire, measured by Five-point Likert scale; rating was done for researcher- self and other PBL tutors. Data were collected by researcher-self at the end of his PBL tutorials, then complied and analysed. Results: Significant differences were observed in both groups of students about tutoring process between researcher-self and other facilitators in attributes of rapport-building, clearification of PBL concepts and ground-rules, reminding ground-rules periodically, and developing consensual decision-making skills. Also significant differences were observed in one of the groups in attributes: Controlled-tutorials by reminding PBL concepts, continual feedback, developing questioning and leadership skills and providing feedback at the end of tutorial. Conclusion: PBL facilitators in general, possess good tutoring skills. However, researchers' PBL tutoring skills showed significant impact in the promotion of generic skills among the students. Despite the limitation as comparison done with other PBL tutors in general, the findings have impact on the needs of high quality faculty training. Large scale studies involving comparison among many individual PBL tutors /practitioners are suggested.

Original languageEnglish
Pages (from-to)233-237
Number of pages5
JournalInternational Medical Journal
Volume25
Issue number4
Publication statusPublished - 1 Aug 2018
Externally publishedYes

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Problem-Based Learning
Medical Students
Ego
Research Personnel
Students
General Practitioners
Decision Making
Cross-Sectional Studies

Keywords

  • Generic skills
  • Medical students perception
  • PBL tutoring process

ASJC Scopus subject areas

  • Medicine(all)

Cite this

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title = "A comparative study on problem based learning tutoring process in the promotion of generic skills in future medical professionals: Student perceptions",
abstract = "Objectives: The objective of this study was to explore the medical students' perception on Problem Based Learning (PBL) tutoring process in the promotion of generic skills and compare the tutoring processes between researcher-self as a PBL tutor in particular and other PBL tutors as practitioners in general. Materials and Methods: A cross-sectional study was conducted during year 2015 to 2016 on a purposive sample of 121 students from 12 groups of first and second year UKM medical students of academic session 2014/2015 and 2015/2016. PBL tutoring attributes were included in a pretested questionnaire, measured by Five-point Likert scale; rating was done for researcher- self and other PBL tutors. Data were collected by researcher-self at the end of his PBL tutorials, then complied and analysed. Results: Significant differences were observed in both groups of students about tutoring process between researcher-self and other facilitators in attributes of rapport-building, clearification of PBL concepts and ground-rules, reminding ground-rules periodically, and developing consensual decision-making skills. Also significant differences were observed in one of the groups in attributes: Controlled-tutorials by reminding PBL concepts, continual feedback, developing questioning and leadership skills and providing feedback at the end of tutorial. Conclusion: PBL facilitators in general, possess good tutoring skills. However, researchers' PBL tutoring skills showed significant impact in the promotion of generic skills among the students. Despite the limitation as comparison done with other PBL tutors in general, the findings have impact on the needs of high quality faculty training. Large scale studies involving comparison among many individual PBL tutors /practitioners are suggested.",
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