Do learning approaches of medical students affect their satisfaction with problem-based learning?

GÜRPINAR E., Kulaç E., Tetik C., Akdogan I., MAMAKLI S.

ADVANCES IN PHYSIOLOGY EDUCATION, cilt.37, sa.1, ss.85-88, 2013 (SCI-Expanded) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 37 Sayı: 1
  • Basım Tarihi: 2013
  • Doi Numarası: 10.1152/advan.00119.2012
  • Dergi Adı: ADVANCES IN PHYSIOLOGY EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus
  • Sayfa Sayıları: ss.85-88
  • Anahtar Kelimeler: learning approaches, medical students, problem based learning, curriculum models, PROBLEM-BASED CURRICULA, ENVIRONMENT, EDUCATION, DEEP
  • Akdeniz Üniversitesi Adresli: Evet

Özet

Gurpinar E, Kulac E, Tetik C, Akdogan I, Mamakli S. Do learning approaches of medical students affect their satisfaction with problem-based learning? Adv Physiol Educ 37: 85-88, 2013; doi:10.1152/advan.00119.2012.-The aim of this research was to determine the satisfaction of medical students with problem-based learning (PBL) and their approaches to learning to investigate the effect of learning approaches on their levels of satisfaction. The study group was composed of medical students from three different universities, which apply PBL at different levels in their curricula. The revised two-factor study process survey was applied to the study group to determine their approaches to learning as "deep" or "surface" learning. In addition, another survey of 20 questions was used to determine satisfaction levels of students with PBL and other variables. Of the study group, 64.6% were found to adopt a deep approach to learning, and we confirmed that these students were reasonably more satisfied with PBL.