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Problem-based learning at the receiving end: a 'mixed methods' study of junior medical students' perspectives.
Adv Health Sci Educ Theory Pract. 2008 Nov; 13(4):435-51.AH

Abstract

Qualitative insights about students' personal experience of inconsistencies in implementation of problem-based learning (PBL) might help refocus expert discourse about good practice.

AIM

This study explored how junior medical students conceptualize: PBL; good tutoring; and less effective sessions.

METHODS

Participants comprised junior medical students in Liverpool 5-year problem-based, community-orientated curriculum. Data collection and analysis were mostly cross-sectional, using inductive analysis of qualitative data from four brief questionnaires and a 'mixed' qualitative/quantitative approach to data handling. The 1999 cohort (end-Year 1) explored PBL, generated 'good tutor' themes, and identified PBL (dis)advantages (end-Year 1 then mid-Year 3). The 2001 cohort (start-Year 1) described critical incidents, and subsequently (end-Year 1) factors in less effective sessions. These factors were coded using coding-frames generated from the answers about critical incidents and 'good tutoring'.

RESULTS

Overall, 61.2% (137), 77.9% (159), 71.0% (201), and 71.0% (198) responded to the four surveys, respectively. Responders perceived PBL as essentially process-orientated, focused on small-groupwork/dynamics and testing understanding through discussion. They described 'good tutors' as knowing when and how to intervene without dominating (51.1%). In longitudinal data (end-Year 1 to mid-Year 3), the main perceived disadvantage remained lack of 'syllabus' (and related uncertainty). For less effective sessions (end-Year 1), tutor transgressions reflected unfulfilled expectations of good tutors, mostly intervening poorly (42.6% of responders). Student transgressions reflected the critical incident themes, mostly students' own lack of work/preparation (54.8%) and other students participating poorly (33.7%) or dominating/being self-centred (31.6%).

CONCLUSION

Compelling individual accounts of uncomfortable PBL experiences should inform improvements in implementation.

Links

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Authors+Show Affiliations

Maudsley G
Division of Public Health, The University of Liverpool, Quadrangle, Liverpool, Merseyside, UK. phenq@liverpool.ac.uk
Williams EM
No affiliation info available
Taylor DC
No affiliation info available

MeSH

Cross-Sectional StudiesCurriculumEducation, Medical, UndergraduateEducational MeasurementHumansProblem-Based LearningStudents, MedicalSurveys and Questionnaires

Pub Type(s)

Journal Article

Language

eng

PubMed ID

17285251

Citation

Maudsley, Gillian, et al. "Problem-based Learning at the Receiving End: a 'mixed Methods' Study of Junior Medical Students' Perspectives." Advances in Health Sciences Education : Theory and Practice, vol. 13, no. 4, 2008, pp. 435-51.
Maudsley G, Williams EM, Taylor DC. Problem-based learning at the receiving end: a 'mixed methods' study of junior medical students' perspectives. Adv Health Sci Educ Theory Pract. 2008;13(4):435-51.
Maudsley, G., Williams, E. M., & Taylor, D. C. (2008). Problem-based learning at the receiving end: a 'mixed methods' study of junior medical students' perspectives. Advances in Health Sciences Education : Theory and Practice, 13(4), 435-51.
Maudsley G, Williams EM, Taylor DC. Problem-based Learning at the Receiving End: a 'mixed Methods' Study of Junior Medical Students' Perspectives. Adv Health Sci Educ Theory Pract. 2008;13(4):435-51. PubMed PMID: 17285251.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Problem-based learning at the receiving end: a 'mixed methods' study of junior medical students' perspectives. AU - Maudsley,Gillian, AU - Williams,Evelyn M I, AU - Taylor,David C M, Y1 - 2007/02/07/ PY - 2006/07/27/received PY - 2006/11/28/accepted PY - 2007/2/8/pubmed PY - 2009/1/14/medline PY - 2007/2/8/entrez SP - 435 EP - 51 JF - Advances in health sciences education : theory and practice JO - Adv Health Sci Educ Theory Pract VL - 13 IS - 4 N2 - UNLABELLED: Qualitative insights about students' personal experience of inconsistencies in implementation of problem-based learning (PBL) might help refocus expert discourse about good practice. AIM: This study explored how junior medical students conceptualize: PBL; good tutoring; and less effective sessions. METHODS: Participants comprised junior medical students in Liverpool 5-year problem-based, community-orientated curriculum. Data collection and analysis were mostly cross-sectional, using inductive analysis of qualitative data from four brief questionnaires and a 'mixed' qualitative/quantitative approach to data handling. The 1999 cohort (end-Year 1) explored PBL, generated 'good tutor' themes, and identified PBL (dis)advantages (end-Year 1 then mid-Year 3). The 2001 cohort (start-Year 1) described critical incidents, and subsequently (end-Year 1) factors in less effective sessions. These factors were coded using coding-frames generated from the answers about critical incidents and 'good tutoring'. RESULTS: Overall, 61.2% (137), 77.9% (159), 71.0% (201), and 71.0% (198) responded to the four surveys, respectively. Responders perceived PBL as essentially process-orientated, focused on small-groupwork/dynamics and testing understanding through discussion. They described 'good tutors' as knowing when and how to intervene without dominating (51.1%). In longitudinal data (end-Year 1 to mid-Year 3), the main perceived disadvantage remained lack of 'syllabus' (and related uncertainty). For less effective sessions (end-Year 1), tutor transgressions reflected unfulfilled expectations of good tutors, mostly intervening poorly (42.6% of responders). Student transgressions reflected the critical incident themes, mostly students' own lack of work/preparation (54.8%) and other students participating poorly (33.7%) or dominating/being self-centred (31.6%). CONCLUSION: Compelling individual accounts of uncomfortable PBL experiences should inform improvements in implementation. SN - 1573-1677 UR - https://www.unboundmedicine.com/medline/citation/17285251/Problem_based_learning_at_the_receiving_end:_a_'mixed_methods'_study_of_junior_medical_students'_perspectives_ L2 - https://doi.org/10.1007/s10459-006-9056-9 DB - PRIME DP - Unbound Medicine ER -