The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia.
- Author:
Ni Ni WIN
1
;
Vishna Devi V NADARAJAH
;
Daw Khin WIN
Author Information
- Publication Type:Original Article
- Keywords: Chiropractic; Learning; Motivation; Perception; Problem-based learning
- MeSH: Chiropractic*; Cohort Studies; Financial Management; Humans; Learning; Malaysia*; Motivation; Problem-Based Learning*
- From:Journal of Educational Evaluation for Health Professions 2015;12(1):17-
- CountryRepublic of Korea
- Language:English
- Abstract: PURPOSE: Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness. METHODS: This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students' perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work. RESULTS: Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students' motivation, cognitive skills, and perceived pressure to work (P<0.05). The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001). CONCLUSION: The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.
