Perception of content and non-content expert facilitators of PBL according to students’ performance levels

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1 Citation (Scopus)

Abstract

Objective: Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL. Methods: A total of 150 first and second year medical students from the University Kebangsaan Malaysia were interviewed with a validated set of questions to acquire their views on the roles of facilitators in PBL in learning Medical Biochemistry. Their achievement were evaluated through their essay marks derived from various PBL packages. Results: All respondents agreed that PBL sessions associated with Medical Biochemistry are best appreciated when conducted by a content-expert facilitator. Their exam marks reflected well on their perception. Conclusion: PBL sessions related to Medical Biochemistry is best facilitated by Biochemistry lecturers as the content experts.

Original languageEnglish
Pages (from-to)1537-1541
Number of pages5
JournalPakistan Journal of Medical Sciences
Volume31
Issue number6
DOIs
Publication statusPublished - 2015

Fingerprint

Problem-Based Learning
Students
Biochemistry
Learning
Malaysia
Medical Students

Keywords

  • Content expert
  • Facilitator
  • Medical biochemistry
  • Meet-the-expert-session
  • Problem-based learning
  • Undergraduate students

ASJC Scopus subject areas

  • Medicine(all)

Cite this

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title = "Perception of content and non-content expert facilitators of PBL according to students’ performance levels",
abstract = "Objective: Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL. Methods: A total of 150 first and second year medical students from the University Kebangsaan Malaysia were interviewed with a validated set of questions to acquire their views on the roles of facilitators in PBL in learning Medical Biochemistry. Their achievement were evaluated through their essay marks derived from various PBL packages. Results: All respondents agreed that PBL sessions associated with Medical Biochemistry are best appreciated when conducted by a content-expert facilitator. Their exam marks reflected well on their perception. Conclusion: PBL sessions related to Medical Biochemistry is best facilitated by Biochemistry lecturers as the content experts.",
keywords = "Content expert, Facilitator, Medical biochemistry, Meet-the-expert-session, Problem-based learning, Undergraduate students",
author = "Ismail, {Noor Akmal Shareela} and Ekram Alias and {Ajul Arifin}, Khaizurin and {Ahmad Damanhuri}, {Mohd Hanafi} and {Abdul Karim}, Norwahidah and {Jo Aan}, Goon",
year = "2015",
doi = "10.12669/pjms.316.8691",
language = "English",
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pages = "1537--1541",
journal = "Pakistan Journal of Medical Sciences",
issn = "1682-024X",
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T1 - Perception of content and non-content expert facilitators of PBL according to students’ performance levels

AU - Ismail, Noor Akmal Shareela

AU - Alias, Ekram

AU - Ajul Arifin, Khaizurin

AU - Ahmad Damanhuri, Mohd Hanafi

AU - Abdul Karim, Norwahidah

AU - Jo Aan, Goon

PY - 2015

Y1 - 2015

N2 - Objective: Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL. Methods: A total of 150 first and second year medical students from the University Kebangsaan Malaysia were interviewed with a validated set of questions to acquire their views on the roles of facilitators in PBL in learning Medical Biochemistry. Their achievement were evaluated through their essay marks derived from various PBL packages. Results: All respondents agreed that PBL sessions associated with Medical Biochemistry are best appreciated when conducted by a content-expert facilitator. Their exam marks reflected well on their perception. Conclusion: PBL sessions related to Medical Biochemistry is best facilitated by Biochemistry lecturers as the content experts.

AB - Objective: Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL. Methods: A total of 150 first and second year medical students from the University Kebangsaan Malaysia were interviewed with a validated set of questions to acquire their views on the roles of facilitators in PBL in learning Medical Biochemistry. Their achievement were evaluated through their essay marks derived from various PBL packages. Results: All respondents agreed that PBL sessions associated with Medical Biochemistry are best appreciated when conducted by a content-expert facilitator. Their exam marks reflected well on their perception. Conclusion: PBL sessions related to Medical Biochemistry is best facilitated by Biochemistry lecturers as the content experts.

KW - Content expert

KW - Facilitator

KW - Medical biochemistry

KW - Meet-the-expert-session

KW - Problem-based learning

KW - Undergraduate students

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