Comparison of students' self-evaluated learning behavior and achievement between online and offline problem-based learning
10.3760/cma.j.cn116021-20211207-01486
- VernacularTitle:线上与线下PBL教学中学生自评学习行为与学习收获的比较分析
- Author:
Ming JI
1
;
Yangting XU
;
Yang HAN
;
Dandan FENG
;
Chaxiang GUAN
;
Ziqiang LUO
Author Information
1. 中南大学基础医学院生理学系，长沙 410078
- Keywords:
Medical student;
Problem-based learning;
Eight-year medical education program;
Online teaching;
Learning behavior;
Learning achievement
- From:
Chinese Journal of Medical Education Research
2023;22(11):1661-1665
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To compare the self-evaluated learning behavior and achievement of eight-year-program clinical medical students on online and offline problem-based learning (PBL), and to provide references and suggestions for successful implementation of online PBL teaching.Methods:During the three semesters of September 2020 to January 2022, a survey was performed on 100 clinical medical students of 2018 eight-year program on online or offline PBL teaching in Xiangya School of Medicine, Central South University. At the end of PBL courses, the students received questionnaires to self-assess their learning behavior and achievement in online or offline PBL teaching. The data were analyzed using the paired rank sum test with the use of SPSS 26.0.Results:Before class, there were no significant differences in learning behaviors including preparation time, communication with classmates, and materials collecting and sorting between students on online and offline PBL teaching ( P>0.05). In class, no significant differences were found in students' initiative of speaking and degree of satisfaction with classmates' speaking between online and offline teaching ( P>0.05), but the students on offline teaching showed significantly better concentration of attention ( Z=-4.24, P<0.001), listening to classmates' speeches ( Z=-3.42, P=0.001), and classmates' interaction ( Z=-3.11, P=0.002) compared with those on online teaching. No significant differences were observed between online and offline PBL teaching in students' self-evaluated learning achievements including improvements in autonomous learning ability, problem-solving ability, and literature inquiry skills ( P>0.05). Conclusion:Students on online PBL teaching have generally as good pre-class preparation and in-class learning performance as those on offline PBL teaching, indicating that the online PBL mode can be well implemented, and it can also ensure almost the same learning achievement as offline teaching.
