University of Khartoum

The Effect of Introducing Problem-Based Learning into a Traditional Gross Anatomy Course

Show simple item record Mohammed, Hiba Rahmet-Allah Ahmed 2021-05-17T07:27:13Z 2021-05-17T07:27:13Z 2014
dc.identifier.uri https://khartoumspace.uofk.edu123456789/27947
dc.description.abstract Background: Medical curricula nowadays are moving away from traditional teacher-centered didactics to more student-centered interactive problembased instruction, in order to fulfill the needs of the learners and cope with the expanding demands of the profession. However, with the ongoing debate on the qualities and effectiveness of the two models, some schools still rely on conventional teaching; while others have adapted their curricular designs to utilize both methodologies in a hybrid model. Objectives: The aim of this study was to investigate the effect of introducing Problem-based learning (PBL) as an additional method of instruction into the traditional Gross Anatomy course at the Faculty of Medicine, University of Khartoum. The specific objective was to determine the effect of PBL on the acquisition of basic anatomical knowledge and its application to solve problems, students' learning attitudes and practices, as well as course satisfaction. Subjects & Methods: A one group, pre and post, quasi-experimental design was carried out within our Dissection Room practical setting, at the Department of Anatomy, U of K. We compared the results of short tests and self-administered questionnaires taken by our second year medical students (whole class- 380 students) before and after the introduction of the new PBL activity. Paired sample analysis was used to compare tests' scores, whilst descriptive statistical methods were utilized to compare students' responses to the Results: The students had decreased scores in the post-test (with PBL) compared to the pretest in both factual knowledge (p= 0.000) and problem solving (p= 0.388 - insignificant). The PBL method was not proven to be the cause. The majority of the students (55%) reported very positive outcomes for adding PBL to their anatomical teaching. Students reported that PBL resulted in better group work (73%), more self-directed learning practices (71% had increased motivation towards self-study), better achievement of learning objectives(69.5%), and increased students' satisfaction about their Gross Anatomy course (64%). Conclusion: The results of the study are supportive of the PBL method; it improved the students' learning outcomes and increased their satisfaction from their studies, despite the drop in test scores. Its utilization in traditional medical curricula and in the teaching of Gross Anatomy should be promoted. en_US
dc.language.iso en en_US
dc.publisher University of Khartoum en_US
dc.subject Introducing Problem-Based Learning; Traditional Gross Anatomy Course en_US
dc.title The Effect of Introducing Problem-Based Learning into a Traditional Gross Anatomy Course en_US
dc.type Thesis en_US

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