Research Article

Evaluation of e-Problem-Based Learning (e-PBL) Sessions in the Faculty of Medicine During the Pandemic Period

Volume: 44 Number: 2 June 30, 2022
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Cumhuriyet Medical Journal
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Evaluation of e-Problem-Based Learning (e-PBL) Sessions in the Faculty of Medicine During the Pandemic Period

Abstract

Abstract: In our research, we aimed to evaluate the opinions of students and academicians about PBL carried out with distance practice(e-PBL) in a medical faculty during the pandemic period.
Methods: Class 1, 2 and 3 students who participated in the e-PBL sessions at Sivas Cumhuriyet University Faculty of Medicine(SCÜTF) in the 2020-2021 academic year and faculty members who served as Educational Guides(EG) in these sessions participated in our descriptive cross-sectional study. After each PBL session, the Department of Medical Education(AD) routinely applies a PBL feedback questionnaire to the entire student population and an EG evaluation form consisting of 6 statements for them to evaluate the educational guides. This year, additional questions about online education were added to the feedback surveys in distance education. The data of the study were analyzed in SPSS 25.0 program and descriptive statistics, chi-square and Student-t were used.
Results: A total of 509 students and 32 faculty members participated in our research. There was a significant difference between the PBL education guide(EG) scores of the students in the face-to-face education period in 2019-2020 and the PBL education guide scores given by distance education this year (p<0.05). 59.4% (n=19) of the academicians stated that they felt more comfortable in the face-to-face PBL session. 90.6% (n=29) of the academicians said that the students were more active in the face-to-face PBL session. 87.5%(n=28) thought that the opportunities for discussion were more in face-to-face education. In e-PBL, all of the students expressed themselves verbally only. They did not prefer to use different computer programs such as graphics and presentation preparation. 46.9% (n=15) of the faculty members stated that distance PBL training was productive, 28.1% (n=9) were undecided on this issue, and 25.0% (n=8) found it inefficient.
Conclusion: The sessions, which were implemented as e-PBL under pandemic conditions, were met positively by the majority of the students and the education guides, despite their shortcomings.

Keywords

References

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Details

Primary Language

English

Subjects

Health Care Administration

Journal Section

Research Article

Authors

Publication Date

June 30, 2022

Submission Date

February 1, 2022

Acceptance Date

June 26, 2022

Published in Issue

Year 2022 Volume: 44 Number: 2

DOI

https://doi.org/10.7197/cmj.1066704

IZ

https://izlik.org/JA76HK28FG

Cite

RIS / Bibtex
AMA
1.Karahan S, Ağadayı E, Karagöz N. Evaluation of e-Problem-Based Learning (e-PBL) Sessions in the Faculty of Medicine During the Pandemic Period. CMJ. 2022;44(2):144-149. doi:10.7197/cmj.1066704

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