Evaluation of PBL-based online teaching program

doi:10.3760/cma.j.cn115259-20200515-00763

Abstract

Abstract: Objective To analyze the implementation outcomes of “problem-based learning (PBL)” online teaching program, and to provide experiences for improving the quality of this learning pathway online.Methods From January to May of 2020, PBL center in School of Basic Medical Sciences, Peking University, developed “Video Conference system + Wechat learning group + online VPN library resource + PBL website” online teaching model. Totally 363 undergraduates including basic medicine (8-year program) and clinical medicine (8- and 5-year program) of Grade 2017 were involved in this study. The outcomes of online PBL were evaluated by questionnaire and feedback information from PBL website during the course. Descriptive statistics and Chi-square test were used for data analysis.Results The majority of students (90.9%) rank the feedback as “very good” or “okay” to the function of network. The recognization of four different roles in PBL played by student chairman, recorder, group members and tutor, were respectively 83.6% (239/286), 92.0% (263/286), 64.0% (183/286) and 87.1% (249/286). 76.9% (220/286) of the students were satisfied with the effect of the discussion. On the feedback of students on the learning effect of PBL online and offline teaching, no significant difference was observed between onsite and online PBL as to the following two question, “improvement to PBL interesting” [81.4%(763/937)vs. 83.0%(1 698/2 047)] and “the improvement of abilities of information research and critical reading” [87.8%(823/937)vs. 89.8%(1 839/2 047)]. But the feedback on “ understanding the goals of tutorial and apply the mechanisms to develop and use clinical scenario” [85.4%(800/937)vs. 90.4%(1 852/2 047)], online PBL was significant different from onsite PBL (P＜0.01).Conclusions The network environment well supports the implementation of PBL online teaching scheme. The students have a high degree of recognition to the recorder and supervisor of PBL online discussion. The online learning effect is non-inferior to offline learning effect. This teaching program may provide a model in current PBL blended teaching pathways.

Key words: Problem-based learning, Medical student, Online teaching, Learning effect

CLC Number:

R-05

Pu Dan, Zhang Rong, Pan Yan, Wu Liling, Zhang Yan, Wang Yun. Evaluation of PBL-based online teaching program[J]. Chinese Journal of Medical Education, 2021, 41(2): 139-142.

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Evaluation of PBL-based online teaching program

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