Volume 16, Issue 3 (Autumn 2021)
jmed 2021, 16(3): 163-174 |
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The Effect of Problem-based Education on the Score of Clinical Examination of Rehabilitation Students at Ahvaz University of Medical Sciences. jmed 2021; 16 (3) :163-174
URL: http://jmed.ssu.ac.ir/article-1-1255-en.html
URL: http://jmed.ssu.ac.ir/article-1-1255-en.html
Abstract: (1074 Views)
Introduction: Problem-based education is a student-centered educational strategy in which students collaboratively analyze educational issues and reflect on their experiences. The purpose of this study was to investigate the effect of problem-based education on the evaluation of clinical skills of rehabilitation students at Ahvaz University of Medical Sciences.
Methods: This is a quasi-experimental interventional investigation. The study population comprised all fourth year undergraduate students in the fields of physiotherapy, speech therapy and occupational therapy at Ahvaz University of Medical Sciences. Based on random sampling method, a number of students were selected as the experimental group (problem-based education) and others as the control group (traditional education). Data were collected using an objective-structured clinical examination to assess students' clinical skills, and a researcher-made questionnaire to assess satisfaction with the problem-based education method.
Result: The mean scores of clinical skills following education revealed a statistically significant difference between the two traditional and problem-based methods in all the three fields of study. Also, the results of the student satisfaction questionnaire showed approximately 60% of students in all three fields of study proving a high to very high level of satisfaction with problem-based education.
Conclusion: Due to the increase in students' clinical skills following problem-based education and their high satisfaction with this teaching procedure, it is suggested that other faculties of rehabilitation sciences and related fields also use the method in teaching pertinent to clinical courses.
Keywords: Problem-Based Education, Clinical Skills, Satisfaction
Methods: This is a quasi-experimental interventional investigation. The study population comprised all fourth year undergraduate students in the fields of physiotherapy, speech therapy and occupational therapy at Ahvaz University of Medical Sciences. Based on random sampling method, a number of students were selected as the experimental group (problem-based education) and others as the control group (traditional education). Data were collected using an objective-structured clinical examination to assess students' clinical skills, and a researcher-made questionnaire to assess satisfaction with the problem-based education method.
Result: The mean scores of clinical skills following education revealed a statistically significant difference between the two traditional and problem-based methods in all the three fields of study. Also, the results of the student satisfaction questionnaire showed approximately 60% of students in all three fields of study proving a high to very high level of satisfaction with problem-based education.
Conclusion: Due to the increase in students' clinical skills following problem-based education and their high satisfaction with this teaching procedure, it is suggested that other faculties of rehabilitation sciences and related fields also use the method in teaching pertinent to clinical courses.
Keywords: Problem-Based Education, Clinical Skills, Satisfaction
Type of Study: Research |
Subject:
Medical Education
Received: 2021/10/2 | Accepted: 2021/11/1 | Published: 2021/12/1
Received: 2021/10/2 | Accepted: 2021/11/1 | Published: 2021/12/1
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