Attitude and perception of undergraduate medical students toward the problem-based learning in Chitwan Medical College, Nepal

Figures & data

Figure 1 Students’ perception about the role of tutor in PBL (n=113).

Notes: Constructive/active learning: the tutor stimulated us to summarize what we had learnt in our own words (13); the tutor stimulated us to search for links between issues discussed in the tutorial group (14); the tutor stimulated us to understand underlying mechanisms/theories (15). Self-directed learning: the tutor stimulated us to generate clear learning issues by ourselves (16); the tutor stimulated us to search for various resources by ourselves (17). Contextual learning: the tutor stimulated us to apply knowledge to the discussed problem (18); the tutor stimulated us to apply knowledge to other situations/problems (19). Collaborative learning: the tutor stimulated us to give constructive feedback about our group work (20); the tutor stimulated us to evaluate group co-operation regularly (21). Intra-personal behavior as tutor: the tutor had a clear picture about his/her strengths/weaknesses as a tutor (22); the tutor was clearly motivated to fulfill their role as a tutor (23).
Abbreviation: PBL, problem-based learning.

Table 1 Perceptions and attitude of undergraduate medical students toward PBL (n=113).

S.N.	Statements	Disagree	Neutral	Agree	Mean±SD
1.	I have found the PBL course interesting.	7 (6.2%)	9 (8%)	97 (85.8%)	4.12±0.86
2.	I have found that focusing the course on common medical problems has made the course seem more relevant to my interests.	6 (5.3%)	6 (5.3%)	101(89.4%)	4.30±0.80
3.	Working in groups means learning from one another.	3 (2.7%)	12 (10.6%)	98 (86.7%)	4.30±0.80
4.	I have understood the applied aspects of the course better than if it had been lectured in the conventional way.	12 (10.6%)	23 (20.4%)	78 (69.1%)	3.82±0.97
5.	This approach has taken less time than conventional lecture in learning the course objectives.	20 (17.7%)	31 (27.4%)	62 (54.8%)	3.49±1.05
6.	The discussion in the tutorial group determines to a large extent what I will study.	3 (2.7%)	15 (13.3%)	95 (84%)	4.02±0.70
7.	The tutorial group discussion is an important stimulus for my learning activities during self-study.	2 (1.8%)	17 (15%)	94 (83.2%)	4.13±0.76
8.	The learning issues generated are the most important starting point for my learning activities during self-study.	5 (4.4%)	21 (18.6%)	87 (77%)	4.03±0.85
9.	I study to a large extent independently from the learning issues generated.	14 (12.4%)	29 (25.7%)	70 (61.9%)	3.78±1.02
10.	Tutors have stimulated my learning activities.	8 (7.1%)	14 (12.4%)	91 (80.5%)	4.05±0.88
11.	In general, tutors stimulate students to make use of different sources of information.	5 (4.5%)	13 (11.5%)	95 (89.6%)	4.20±0.87
12.	In general, tutors have an important influence on the selection of learning issues.	9 (8%)	16 (14.2%)	88 (77.8%)	3.98±0.95

Abbreviation: PBL, problem-based learning.