Purpose This study aimed to explore students’ learning experience in problem-based learning (PBL) particularly in terms of what they learned and how they learned in one Korean medical school by analyzing their reflective essays with qualitative research methods. Methods: This study included 44 first-year medical students. They took three consecutive PBL courses and wrote reflective essays 3 times anonymously on the last day of each course. Their reflective essays were analyzed using an inductive content analysis method. Results: The coding process yielded 16 sub-categories and these categories were grouped into six categories according to the distinctive characteristics of PBL learning experience: integrated knowledge base, clinical problem solving, collaboration, intrinsic motivation, self-directed learning, and professional attitude. Among these categories, integrated knowledge base (34.68%) and professional attitude (2.31%) were the categories mentioned most and least frequently. Conclusion: The findings of this study provide an overall understanding of the learning experience of Korean medical students during PBL in terms of what they learned and how they learned with rich descriptive commentaries from their perspectives as well as several thoughtful insights to help develop instructional strategies to enhance the effectiveness of PBL.
Citations
Citations to this article as recorded by
Adoption of Problem-Based Learning in Medical Schools in Non-Western Countries: A Systematic Review See Chai Carol Chan, Anjali Rajendra Gondhalekar, George Choa, Mohammed Ahmed Rashid Teaching and Learning in Medicine.2024; 36(2): 111. CrossRef
Effect of Problem-Based Learning (PBL) on Problem-solving and Communication Skills in Pharmacy Student Sunmin Lee Korean Journal of Clinical Pharmacy.2024; 34(3): 175. CrossRef
Self-directed learning assessment practices in undergraduate health professions education: a systematic review Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt Medical Education Online.2023;[Epub] CrossRef
Correlates, motivating factors, and barriers of engaging in regular self-reflection among public health students in higher education—A mixed methods approach Raymond Boon Tar Lim, Claire Gek Ling Tan, Kenneth Wee Beng Hoe, Cecilia Woon Chien Teng, Andre Matthias Müller, Julian Azfar, Suganthi Narayanasamy, Chee Hsiang Liow Frontiers in Public Health.2022;[Epub] CrossRef
Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach Joydeep Dutta Chaudhuri Anatomical Sciences Education.2020; 13(2): 250. CrossRef
The relationship between intrinsic motivation and learning outcomes in problem-based learning Hye-Ryoung Kim The Journal of Korean Academic Society of Nursing Education.2020; 26(3): 238. CrossRef
Attitude towards problem-based learning and its relationship with locus of control and academic self-concept among medical students Mona Mohamed Ibrahim Abdalla, Mahmoud Said Abdelal, Siew Choo Soon Korean Journal of Medical Education.2019; 31(1): 11. CrossRef
First
Prev
