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Comparing students' performance in self-directed and directed self-learning in College of Medicine, University of Bisha.
Salih, Karimeldin M; Al-Faifi, Jaber; Alamri, Mohannad M; Mohamed, Osama A; Khan, Sameer M; Marakala, Vijaya; Mohammed, Nahid A; Mohamed, Suaad E; Hashish, Abdullah A; Sonpol, Hany M A; Khalid, Tarig B A; Elhag, Wafa I; Alameer, Ahmed Y; Metwally, Ashraf S; Yahia, Amar I O; Ibrahim, Mutasim E; Taura, Magaji G; El-Ashkar, Ayman M.
Afiliación
  • Salih KM; Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Al-Faifi J; Department of Child Health, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Alamri MM; Department of Child Health, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Mohamed OA; Department of Family and Community Medicine, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Khan SM; Department of Pharmacology, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Marakala V; Department of Clinical Pharmacology, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
  • Mohammed NA; Department of Physiology, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Mohamed SE; Department of Clinical Biochemistry, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Hashish AA; Department of Physiology, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Sonpol HMA; Department of Physiology, Faculty of Medicine, University of Gezira, Gezira state, Sudan.
  • Khalid TBA; Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Elhag WI; Department of Obstetrics and Gynecology, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Alameer AY; Department of Clinical Pathology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
  • Metwally AS; Department of Pathology, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Yahia AIO; Department of Anatomy, Faculty of Medicine, Mansoura University, Mansoura, Egypt.
  • Ibrahim ME; Department of Anatomy, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • Taura MG; Department of Pathology, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
  • El-Ashkar AM; Department of Microbiology, Faculty of Medical Laboratory Sciences, Al Neelain University, Khartoum, Sudan.
J Taibah Univ Med Sci ; 19(3): 696-704, 2024 Jun.
Article en En | MEDLINE | ID: mdl-38827496
ABSTRACT

Background:

Student-centered learning strategy increases the likelihood of graduation of competent, self-dependent, and problem-solving physicians. The University of Bisha, College of Medicine (UBCOM) adopted self-directed learning (SDL) represented by problem-based learning (PBL), and directed self-learning (DSL) represented by team-based learning (TBL).

Aim:

To compare the students' performance in SDL and DSL among UBCOM students.

Methodology:

A total of 502 multiple choice questions (MCQs) from the mid-course and final exams were collected by the relevant subject experts from nine courses during the period from September 2020 till June 2023 that adopted PBL and TBL; 247 MCQs related to PBL and 255 related to TBL. Psychometric analysis was used to determine difficult, easy, and optimum questions (≤25%, ≥90%, and 26-89%, respectively). Point biserial as <0.19, 0.20-0.29, 0.30-0.39, and >0.40 which indicate poor, marginal, good, and excellent point biserial, respectively. Finally, the number of functional distractors was attempted by >5% of the candidates.

Results:

No significant differences were noted for the students' performance in MCQs related to PBL (representing self-directed, small group learning tool), and TBL (representing directed-self, large group learning tool) regarding difficulty index (DI), point biserial, and distractors functionality.

Conclusion:

It has been observed that there is no difference in students' performance whether PBL or TBL is used for learning Basic Medical Science courses. Small group learning such as PBL needs more resources in comparison to large group learning as in TBL, therefore any institute can decide on the adopted learning strategy depending on its resources and the number of students.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: J Taibah Univ Med Sci Año: 2024 Tipo del documento: Article País de afiliación: Arabia Saudita Pais de publicación:
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: J Taibah Univ Med Sci Año: 2024 Tipo del documento: Article País de afiliación: Arabia Saudita Pais de publicación: