›› 2012, Vol. 32 ›› Issue (6): 801-.doi: 10.3969/j.issn.1674-8115.2012.06.024

• Original article (Public health administration) • Previous Articles     Next Articles

Role of problem-based learning in self-learning ability of medical students in extended-academic-year system

DONG Liang1, SU Yun1, CHEN Yi-fan1, ZHANG Wei-feng1, WANG Zhu-yi1, TANG Yan-ping2, GUAN Fei2, ZHANG Yan-ping3   

  1. 1.Renji School of Clinical Medicine, Shanghai Jiaotong University School of Medicine, Shanghai 200127, China;2.Ruijin School of Clinical Medicine, Shanghai Jiaotong University School of Medicine, Shanghai 200025, China;3.Department of Educational Affairs, Shanghai Jiaotong University School of Medicine, Shanghai 200025, China
  • Online:2012-06-28 Published:2012-07-02
  • Supported by:

    Shanghai Educational Research Project, B10023

Abstract:

Objective To investigate the role of problem-based learning (PBL) in self-learning ability of medical students in extended-academic-year system. Methods Two hundred students of different grades in 8-year academic program were divided into control group (n=100) and test group (n=100), and were asked to complete the Students Self-learning Scale. The Scale was composed of 40 items, and were classified into 16 first-order factors and 4 second-order factors, which were self-regulation, motivation, content and environment, and learning strategy. The items were designed in the form of multiple choice questions, and five-scale scoring method was used. Students in test group were also asked to complete 2 subjective choice questions about the subjective evaluation of PBL after the Scale. Results The scores of second-order factors of self-regulation, learning strategy and content and environment in test group were significantly higher than those in control group (P<0.01), while there was no significant difference in the score of factor of motivation (P>0.05). With respect to subjective choice questions, 70% of students in test group thought PBL played an important role in cultivation of self-learning ability, and 59% of students held the opinion that PBL was a good reform, which stimulated the self-learning ability. Conclusion PBL may promote the self-learning ability of medical students in extended-academic-year system, and stimulate the factors of self-regulation, learning strategy, and content and environment, while has no significant effect on the factor of motivation.

Key words: problem-based learning, self-learning ability, medical students in extended-academic-year system