Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/6450
Title: A comparative study of two problem-based learning health science courses
Contributor(s): Johnston, Mignon Gail (author); Smith, Larry (supervisor); Meek, Lynn (supervisor)
Conferred Date: 2008
Copyright Date: 2007
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/6450
Abstract: This study investigated the similarities, differences and relationships between two full Problem-Based Learning (PBL) degree courses in the Health Sciences at a university in Hong Kong. It aimed to: explore the experiences and outcomes for students based on their perceptions of full PBL courses; compare the findings with previous published research about other PBL courses, particularly in Hong Kong; and to develop substantive theory to better inform practice. The study was carried out in several phases. First, data to describe students' perceptions of PBL were collected from interviews conducted by the researcher with a purposive sample of 32 students. Students were interviewed in sixteen pairs consisting of two pairs from each of the first four years of both PBL courses. Second,these data were analysed using a constant comparative method to develop tentative domains of those students' perceived learning experiences. Three experts in PBL then checked this analysis. Third, two focus groups consisting of six students in each representing both courses reviewed the findings of the initial interviews. Fourth, data were collected from one-to-one interviews with the two academic leaders of both courses and used to triangulate data collected from students in order to complete an overview of the full PBL environment. The findings showed that this group of students perceived the PBL environment supported them to engage in higher levels of cognitive activities, to become more motivated to learn, to develop generic attributes of teamwork and communication skills, and to become confident as independent learners. Perceived differences between the approaches used in both courses showed that appropriate support strategies for students and staff do result in improved learning outcomes, particularly in the early stages of a course. Implications are drawn from these findings for informing future practice and for suggesting further research in full PBL environments.
Publication Type: Thesis Masters Research
Rights Statement: Copyright 2007 - Mignon Gail Johnston
HERDC Category Description: T1 Thesis - Masters Degree by Research
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UNE Business School

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