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Korean J Med Educ > Volume 22(1); 2010 > Article
Korean Journal of Medical Education 2010;22(1): 23-31. doi: https://doi.org/10.3946/kjme.2010.22.1.23
Effects of Differences in Problem-Based Learning Course Length on Academic Motivation and Self-Directed Learning Readiness in Medical School Students
So Jung Yune, Sun Ju Im, Sun Hee Lee, Sun Yong Baek, Sang Yeoup Lee
1Center for Teaching & Learning, Pusan National University, Busan, Korea.
2Medical Education Unit and Medical Research Institute, Pusan National University Medical School, Busan, Korea.saylee@pnu.edu
3Family Medicine Clinic, Pusan National University Yangsan Hospital, Yangsan, Korea.
ABSTRACT
PURPOSE: Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. METHODS: The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. RESULTS: PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. CONCLUSION: Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.
Keywords: Problem-based learning;Learning;Motivation;Program evaluation
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