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Initial responses of first‐year medical students to problem‐based learning in a behavioural science course: role of language background and course content
Author(s) -
O'Hanlon A,
Winefield H,
Hejka E,
ChurHansen A
Publication year - 1995
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1995.tb02830.x
Subject(s) - session (web analytics) , medical education , psychology , problem based learning , preference , subject (documents) , english language , mathematics education , medicine , computer science , world wide web , library science , economics , microeconomics
SUMMARY A trial of problem‐based learning (PBL) was conducted with first‐year undergraduate medical students who had no background knowledge of behavioural science and who included a substantial proportion with a first language other than English. Responses to standardized and open‐ended evaluation questions showed greater variability and there was no clear preference for PBL over traditional methods. Students found the PBL exercise time‐consuming and felt they needed more guidance. Feedback from clinicians and working in groups were seen as positive aspects of the exercise. Students with a first language other than English reported that language, but not cultural background, was an impediment to effective participation. It is recommended that this group of students be offered extra support for PBL in a subject‐based setting, and that all students would benefit from a formal induction session.