Students reported high-to-highest satisfaction with the clinical PBL model, with the facilitator role of the teacher rated highest¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All satisfaction items scored in the high to highest range (3.41-5.00) with most modes 4, and satisfaction with the teacher's facilitator role received the highest mean (4.22). → Khumsikiew et al. 2015

Evidence¶

Khumsikiew et al. 2015¶

Jeerisuda Khumsikiew, Sisira Donsamak, and Manit Saeteaw. (2015). A Model of Small-Group Problem-Based Learning In Pharmacy Education: Teaching in the Clinical Environment. The IAFOR Journal of Education, Volume III - Issue II - Summer 2015. https://iafor.org/journals

q2 · i? · causal · r1

Descriptive analysis of an 11-item satisfaction questionnaire (5-point Likert, Cronbach's Alpha 0.87) completed by the same 36 students after the 15-week PBL course. Satisfaction with the facilitator role scored mean 4.22 (SD 0.54, mode 4); no inferential test was reported for satisfaction.

"All of questions were scored range from high to highest level of mean score (3.41 - 5.00) and most of modes were 4.Students satisfied with the role of teacher who works as their facilitators in highest level of mean score"

Discussion¶

Related Claims¶

• Two aspects of the clinical PBL course drew relatively lower satisfaction: the self-directed-learning role required of students and the appropriateness of practice sites — related
• Student preference for CBL, PBL or TBL over traditional teaching was reported in 15 of 22 studies (68.1%), but only two studies used a controlled comparison with lecture — related
• A 15-week small-group PBL model in clinical practice sites significantly increased 5th-year pharmacy students' self-assessed competencies on all 17 evaluated items (P < 0.05) — possibly the same claim (merge candidate)