Short-term effects of problem-based learning curriculum on students' self-directed skills development

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dc.authoridŞAHİN, Erkan Melih/0000-0003-1520-8464
dc.authorwosidŞAHİN, Erkan Melih/L-8282-2019
dc.contributor.authorYalcin, BM
dc.contributor.authorKarahan, TF
dc.contributor.authorKaradenizli, D
dc.contributor.authorSahin, EM
dc.date.accessioned2024-06-12T11:19:43Z
dc.date.available2024-06-12T11:19:43Z
dc.date.issued2006
dc.departmentTrakya Üniversitesien_US
dc.description.abstractAim To investigate short-term effects of problem-based learning on students' scientific thinking, problem solving, and conflict resolution skills. Methods The study was conducted in two medical schools, Ondokuz Mayis University in Samsun and Trakya University in Edirne, Turkey. The two schools used different instructional approaches in educational methods: Ondokuz Mayis University followed a problem-based learning curriculum and Trakya University a traditional didactic curriculum. Three groups of students were included as follows: (a) 83 first-year from Ondokuz Mayis University, who passed an English language proficiency exam; (b) 146 students who failed English language proficiency exam and had to spend a year attending preparatory English language classes before starting their first year at Ondokuz Mayis University (first control group); and (c) 124 students first-year students from Trakya University (second control group). All participants completed the Problem Solving Inventory, Scientific Thinking Skills Questionnaire, and Conflict Resolution Scale at the beginning of the 2003/2004 academic year. The tests were re-administered to same students at the end of the academic year, ie, 10 months later. Results Analysis of covariance revealed no differences in pre-test scores among the problem-based learning, first, and second control groups in their scientific thinking (9.0 +/- 71.2, 8.9 +/- 3.2, and 8.7 +/- 1.3, respectively; P= 0.124), problem solving (132.2 +/- 15.4, 131.2 +/- 16.2, and 132.1 +/- 17.4, respectively; P=0.454), and conflict resolution skills (112.3 +/- 14.6, 109.7 +/- 12.8, and 110.2 +/- 11.4, respectively; P = 0.07). The study group in comparison with first and second control group had significantly better post-test results in scientific thinking (13.9 +/- 3.5, 9.5 +/- 2.2, and 9.1 +/- 2.7, respectively), problem solving (125.5 +/- 12.6, 130.1 +/- 11.2, and 131.1 +/- 15.4, respectively), and conflict resolution skills (125.4 +/- 12.7, 110.9 +/- 23.7, and 111.6 +/- 23.6, respectively) (P < 0.001 for all). The skills of the two control groups did not improve in this time period and their post-test scores were not significantly different. Conclusion Problem-based learning curricula may positively affect some of the self-directed skills, such as scientific thinking, problem solving, and conflict resolution skills of students, even in a short period of time.en_US
dc.identifier.endpage498en_US
dc.identifier.issn0353-9504
dc.identifier.issue3en_US
dc.identifier.pmid16758529en_US
dc.identifier.scopus2-s2.0-33745197131en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage491en_US
dc.identifier.urihttps://hdl.handle.net/20.500.14551/25302
dc.identifier.volume47en_US
dc.identifier.wosWOS:000238513300018en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherMedicinska Nakladaen_US
dc.relation.ispartofCroatian Medical Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectProblem-Solving Inventoryen_US
dc.subjectMedical-Educationen_US
dc.subjectCritical Thinkingen_US
dc.subjectCompetenceen_US
dc.subjectOutcomesen_US
dc.subjectIssuesen_US
dc.subjectWorken_US
dc.titleShort-term effects of problem-based learning curriculum on students' self-directed skills developmenten_US
dc.typeArticleen_US

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