AIM: To investigate short-term effects of problem-based learning on students' scientific thinking, problem solving, and conflict resolution skills. METHODS: The study was conducted in two medical schools, Ondokuz Mayis University in Samsun and Trakya University in Edirne, Turkey. The two schools used different instructional approaches in educational methods: Ondokuz Mayis University followed a problem-based learning curriculum and Trakya University a traditional didactic curriculum. Three groups of students were included as follows: (a) 83 first-year from Ondokuz Mayis University, who passed an English language proficiency exam; (b) 146 students who failed English language proficiency exam and had to spend a year attending preparatory English language classes before starting their first year at Ondokuz Mayis University (first control group); and (c) 124 students first-year students from Trakya University (second control group). All participants completed the Problem Solving Inventory, Scientific Thinking Skills Questionnaire, and Conflict Resolution Scale at the beginning of the 2003/2004 academic year. The tests were re-administered to same students at the end of the academic year, ie, 10 months later. RESULTS: Analysis of covariance revealed no differences in pre-test scores among the problem-based learning, first, and second control groups in their scientific thinking (9.0+/-71.2, 8.9+/-3.2, and 8.7+/-1.3, respectively; P=0.124), problem solving (132.2+/-15.4, 131.2+/-16.2, and 132.1+/-17.4, respectively; P=0.454), and conflict resolution skills (112.3+/-14.6, 109.7+/-12.8, and 110.2+/-11.4, respectively; P=0.07). The study group in comparison with first and second control group had significantly better post-test results in scientific thinking (13.9+/-3.5, 9.5+/-2.2, and 9.1+/-2.7, respectively), problem solving (125.5+/-12.6, 130.1+/-11.2, and 131.1+/-15.4, respectively), and conflict resolution skills (125.4+/-12.7, 110.9+/-23.7, and 111.6+/-23.6, respectively) (P<0.001 for all). The skills of the two control groups did not improve in this time period and their post-test scores were not significantly different. CONCLUSION: Problem-based learning curricula may positively affect some of the self-directed skills, such as scientific thinking, problem solving, and conflict resolution skills of students, even in a short period of time.
AIM: To investigate short-term effects of problem-based learning on students' scientific thinking, problem solving, and conflict resolution skills. METHODS: The study was conducted in two medical schools, Ondokuz Mayis University in Samsun and Trakya University in Edirne, Turkey. The two schools used different instructional approaches in educational methods: Ondokuz Mayis University followed a problem-based learning curriculum and Trakya University a traditional didactic curriculum. Three groups of students were included as follows: (a) 83 first-year from Ondokuz Mayis University, who passed an English language proficiency exam; (b) 146 students who failed English language proficiency exam and had to spend a year attending preparatory English language classes before starting their first year at Ondokuz Mayis University (first control group); and (c) 124 students first-year students from Trakya University (second control group). All participants completed the Problem Solving Inventory, Scientific Thinking Skills Questionnaire, and Conflict Resolution Scale at the beginning of the 2003/2004 academic year. The tests were re-administered to same students at the end of the academic year, ie, 10 months later. RESULTS: Analysis of covariance revealed no differences in pre-test scores among the problem-based learning, first, and second control groups in their scientific thinking (9.0+/-71.2, 8.9+/-3.2, and 8.7+/-1.3, respectively; P=0.124), problem solving (132.2+/-15.4, 131.2+/-16.2, and 132.1+/-17.4, respectively; P=0.454), and conflict resolution skills (112.3+/-14.6, 109.7+/-12.8, and 110.2+/-11.4, respectively; P=0.07). The study group in comparison with first and second control group had significantly better post-test results in scientific thinking (13.9+/-3.5, 9.5+/-2.2, and 9.1+/-2.7, respectively), problem solving (125.5+/-12.6, 130.1+/-11.2, and 131.1+/-15.4, respectively), and conflict resolution skills (125.4+/-12.7, 110.9+/-23.7, and 111.6+/-23.6, respectively) (P<0.001 for all). The skills of the two control groups did not improve in this time period and their post-test scores were not significantly different. CONCLUSION: Problem-based learning curricula may positively affect some of the self-directed skills, such as scientific thinking, problem solving, and conflict resolution skills of students, even in a short period of time.
Authors: Cees P M van der Vleuten; Diana H J M Dolmans; Willem S de Grave; Scheltus J van Luijk; Arno M M Muijtjens; Albert J J A Scherpbier; Lambert W T Schuwirth; Ineke H A P Wolfhagen Journal: Acad Med Date: 2004-10 Impact factor: 6.893