Saleh A Al-Damegh1, Lubna A Baig. 1. Department of Radiology, Qaseem Medical College, King Saud University, Kingdom of Saudi Arabia.
Abstract
OBJECTIVE: To compare the integrated problem-based learning (PBL) curriculum of the third year medical students of KSU at the Al-Qaseem campus with the traditional discipline-based teaching curriculum of students of Riyadh campus. DESIGN: A comparative cross-sectional study. PLACE AND DURATION OF STUDY: Al-Qaseem and campuses of King Saud University (KSU). A structured questionnaire was used for comparing the students of third year at both campuses of KSU. The student's learning behaviours and their liking for teaching methodologies was evaluated from March to June 2003. SUBJECTS AND METHODS: There were 138 3rd year students of Riyadh campus (59 females and 79 males) and 65, of Al-Qaseem campus (17 females and 48 males) (N = 203). Fifty-eight percent of students' at Al-Qaseem campus went to the library two or more times compared to 3.4% of the Riyadh campus (P = 0.000), 18.5% of Al-Qaseem campus used Journals (P = 0.000), and 86% did self-learning (P = 0.000), which was much higher than the students' at Riyadh campus. RESULTS: Almost 75% students at Al-Qaseem campus were satisfied with their system of education compared to 20% at Riyadh campus (P = 0.000). Sixty-nine percent students at Al-Qaseem campus answered problem-solving questions correctly versus 7.25% of the students at Riyadh campus. The students of both campuses liked group teaching almost equally and thought it makes them remember better. The Al-Qaseem campus students liked PBL, clinical skills lab, tutorials, and also lectures delivered at the college. CONCLUSION: PBL improved the students' usage of learning resources, problem-solving abilities and they were satisfied with their learning and the curriculum.
OBJECTIVE: To compare the integrated problem-based learning (PBL) curriculum of the third year medical students of KSU at the Al-Qaseem campus with the traditional discipline-based teaching curriculum of students of Riyadh campus. DESIGN: A comparative cross-sectional study. PLACE AND DURATION OF STUDY: Al-Qaseem and campuses of King Saud University (KSU). A structured questionnaire was used for comparing the students of third year at both campuses of KSU. The student's learning behaviours and their liking for teaching methodologies was evaluated from March to June 2003. SUBJECTS AND METHODS: There were 138 3rd year students of Riyadh campus (59 females and 79 males) and 65, of Al-Qaseem campus (17 females and 48 males) (N = 203). Fifty-eight percent of students' at Al-Qaseem campus went to the library two or more times compared to 3.4% of the Riyadh campus (P = 0.000), 18.5% of Al-Qaseem campus used Journals (P = 0.000), and 86% did self-learning (P = 0.000), which was much higher than the students' at Riyadh campus. RESULTS: Almost 75% students at Al-Qaseem campus were satisfied with their system of education compared to 20% at Riyadh campus (P = 0.000). Sixty-nine percent students at Al-Qaseem campus answered problem-solving questions correctly versus 7.25% of the students at Riyadh campus. The students of both campuses liked group teaching almost equally and thought it makes them remember better. The Al-Qaseem campus students liked PBL, clinical skills lab, tutorials, and also lectures delivered at the college. CONCLUSION: PBL improved the students' usage of learning resources, problem-solving abilities and they were satisfied with their learning and the curriculum.