出版社：International Medical Journal Management and Indexing System
摘要：Background: Recent literature reports inconsistent findings concerning the effect of the problem based learning (PBL) on medical students approaches to learning. However, there is a lack of studies focused on the comparison of a pre-clinical traditional teaching context to a post clinical PBL context. Furthermore, no study has focused on approaches to learning reported by students with different pace of study and academic qualifications before and after the experience of a PBL curriculum. Objectives: The present study focuses on differences in approaches to learning reported by students of a Greek medical school before and after their clinical practice in cardiology employing a PBL curriculum. The effect of the PBL clinical practice on students approaches to learning was explored for the total study group, as well as for students with different study pace and with and without a previous degree in a subject relevant to medicine. Methods: The sample consists of 109 5th-year students. The approaches to learning were explored by the Finnish version of the Approaches to Learning and Studying Inventory (ALSI). Results: Students in all groups reported higher scores in organized study and lower scores in the surface approach after the clinical practice compared with their scores prior to their practice. The deep approach was slightly increased in all groups after the clinical practice. The study indicated good psychometric properties of the questionnaire. Conclusion: The PBL clinical practice seems to be of benefit for all the groups of students concerning their approaches to learning (post-clinical scores). Curriculum planners are suggested to work toward the PBL clinical training to be early integrated in the curriculum.
关键词：Approaches to learning; cardiology; problem-based learning
