Problem-based learning: A review of problem-based learning: Perceptions of students and tutors at the United Arab Emirates University

D. J.S. Mpofu*, H. G. Schmidt, M. Das, J. Lanphear, E. Dunn

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

5 Citations (Scopus)

Abstract

Problem-based Learning (PBL) is being adopted by medical schools the world over. Some PBL schools have unique cultural and student-tutor characteristics. These programmes need appropriate feedback on PBL. The present study focuses on perceptions of students and tutors involved in a new PBL programme. Data were collected in English and Arabic. Gender differences in students' behaviour within groups were highlighted with significant differences between males and females in two areas. Students' concerns about PBL were related to communication in English and that certain aspects of the PBL themes were in adequately covered. The only significant difference between the students' and the tutors' perceptions was in the first PBL theme. From the tutors' perspective, students understood the various PBL elements except the critical appraisal aspect. The review has demonstrated the merits of the PBL elements except the critical appraisal aspect. The review has demonstrated the merits of the PBL programme. An evaluation exercise would be a logical progression from the present exercise.

Original languageEnglish
Pages (from-to)203-213
Number of pages11
JournalEducation for Health
Volume11
Issue number2
Publication statusPublished - 1998

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