BACKGROUND: Problem-based learning (PBL) and concept mapping have been shown to promote active and meaningful learning. AIM: To design a method of PBL that includes concept mapping and examine students' perceptions of this form of PBL. METHODS: We designed a 5-phase method of PBL which produced three clearly identifiable mapping phases that reflected the learning activities during the tutorial: (1) the initial understanding of the clinical problem, (2) students' prior knowledge of the problem, (3) the final understanding of the problem following self-directed study. The process of developing the second and third phases of the map involved the students answering questions that they generated on two occasions to give the entire process a 5-phase approach. Each student was exposed to both methods of PBL: a conventional 7-step method (Maastricht type) and the modified PBL (5-phase) method. We used a questionnaire to evaluate the students' perceptions of the two methods in four learning domains. RESULT: The students' ratings for the 5-phase method were significantly higher than for the 7-step method (paired t-test) on all items on the questionnaire. CONCLUSION: The students perceived the 5-phase method as promoting their passion for learning, and developing their cognitive, metacognitive and interpersonal skills.
BACKGROUND: Problem-based learning (PBL) and concept mapping have been shown to promote active and meaningful learning. AIM: To design a method of PBL that includes concept mapping and examine students' perceptions of this form of PBL. METHODS: We designed a 5-phase method of PBL which produced three clearly identifiable mapping phases that reflected the learning activities during the tutorial: (1) the initial understanding of the clinical problem, (2) students' prior knowledge of the problem, (3) the final understanding of the problem following self-directed study. The process of developing the second and third phases of the map involved the students answering questions that they generated on two occasions to give the entire process a 5-phase approach. Each student was exposed to both methods of PBL: a conventional 7-step method (Maastricht type) and the modified PBL (5-phase) method. We used a questionnaire to evaluate the students' perceptions of the two methods in four learning domains. RESULT: The students' ratings for the 5-phase method were significantly higher than for the 7-step method (paired t-test) on all items on the questionnaire. CONCLUSION: The students perceived the 5-phase method as promoting their passion for learning, and developing their cognitive, metacognitive and interpersonal skills.