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¶

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? Satisfaction with student's role that must be self direct learning and with practice site were the two items whose modes were 3 rather than 4. → 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 satisfaction data from the same 36-student post-course questionnaire; the authors note this is consistent with Chuangchum et al., where some students (35%) preferred traditional passive learning over self-directed learning in PBL.

"However, there were 2 issues that modes were 3 including satisfaction with student's role that must be self direct learning and appropriate of practice site."

Discussion¶

Related Claims¶

• Students reported high-to-highest satisfaction with the clinical PBL model, with the facilitator role of the teacher rated highest — 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) — related