Students’ perception of a modified form of PBL using concept mapping

Figures & data

Table

Practice points

The 5-phase method combines the advantages of PBL and concept mapping. The method uses a clinical problem to provide a map of what was learnt and how it was learnt during tutorials. The method promotes the development of questioning skills. Students perceived the method as promoting a passion for learning and the development of cognitive, metacognitive and interpersonal skills.

Figure 1. A diagram showing the sequence of the three mapping and two questioning segments of the 5-phase method.

Figure 2. A typical clinical problem used for a PBL tutorial.

Figure 3. The first form of concept map (M1) of the written problem as understood by the students. Explanations of concepts or extrapolation of information are not included in this map.

Figure 4. A list of questions (Q1) that the students generated from the concept map M1 in Figure 3.

Figure 5. The second phase of the concept map (M2) that reflects students’ prior knowledge of the problem. The students expanded the concept map in Figure 3 to include explanations based on their prior knowledge on the issues identified in Figure 4.

Figure 6. A list of questions (Q2) that students generated for private study. Some of the questions identified in Figure 4 were included in this list because the students lacked the prior knowledge to deal adequately with them.

Figure 7. The third and final phase of the concept map (M3). The map in Figure 5 was expanded further by the students following a period of self-directed learning.

Table 1.  Ratings of the 7-step and 5-phase methods showing the Med, mean and SD for the responses to each question

Questionnaire items	7-step method			5-phase method
	Med	Mean	SD	Med	Mean	SD
1. I enjoyed using this method of PBL	3.0	3.4	0.8	2.0	4.4	0.8
2. I learnt a great deal with this method	4.0	3.9	0.6	3.0	4.7	0.5
3. I was engaged in the learning process	4.0	3.8	0.9	2.0	4.6	0.7
4. My time was well spent learning new things	4.0	3.8	0.9	2.0	4.4	0.8
5. This method promoted teamwork	4.0	3.7	1.1	5.0	4.6	0.8
6. This method promoted student participation in the learning process	4.0	3.7	1.0	5.0	4.6	0.7
7. This method promoted critical thinking skills	4.0	3.9	0.9	5.0	4.7	0.6
8. This method made me eager to learn	3.0	3.4	1.0	5.0	4.4	0.8
9. I found this method useful for my learning	3.0	3.5	1.0	5.0	4.6	0.6
10. This method made learning fun	3.0	3.1	1.1	5.0	4.5	0.8
11. The quality of discussions were good	4.0	3.8	1.0	5.0	4.6	0.6
12. I felt a positive climate for learning	4.0	3.6	1.0	5.0	4.6	0.7
13. During this method, I made efficient use of my study time	4.0	3.5	1.0	5.0	4.3	0.9
14. This method encouraged reflection	3.0	3.4	1.0	5.0	4.3	0.8
15. I understood the original written problem	4.0	4.0	0.8	5.0	4.5	0.6
16. I gained a better understanding of the problem on completing the process	4.0	3.9	1.0	5.0	4.7	0.5
17. Using this method, I learned factual knowledge	4.0	4.1	0.8	5.0	4.6	0.6
18. Using this method, I could integrate concepts from different disciplines	4.0	3.7	0.9	5.0	4.6	0.6
19. This method provided a solid foundation for future learning	4.0	3.6	0.9	5.0	4.8	0.5
20. Using this method, I am optimistic of using the  knowledge gained for future use in clinical training	4.0	3.6	0.9	5.0	4.7	0.5

Table 2.  The mean and SD of the combined ratings for the listed learning domains

	7-step method		5-phase method
Domain	Mean	SD	Mean	SD
Affective	3.27	0.97	4.44	0.79
Cognition	3.89	0.87	4.62	0.59
Metacognition	3.66	0.93	4.62	0.64
Interpersonal relationships	3.67	1.00	4.59	0.70