Evaluation of the teaching strategy of cardiovascular system in a problem-based curriculum: student perception
1 Department of Anatomy, Arabian Gulf University, Manama, Kingdom of Bahrain 2 Department of Physiology, Arabian Gulf University, Manama, Kingdom of Bahrain 3 Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain Ad...
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| Veröffentlicht in: | Advances in physiology education 2004-06, Vol.28 (2), p.59-63 |
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| creator | Abu-Hijleh, Marwan F Kassab, Salah Al-Shboul, Qasim Ganguly, Pallab K |
| description | 1 Department of Anatomy, Arabian Gulf University, Manama, Kingdom of Bahrain
2 Department of Physiology, Arabian Gulf University, Manama, Kingdom of Bahrain
3 Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
Address for reprint requests and other correspondence: M. F. Abu-Hijleh, Dept. of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf Univ., P.O. Box: 22979, Manama, Kingdom of Bahrain (E-mail: arwanah{at}agu.edu.bh )
It is generally acknowledged that an integrated approach to teaching cardiovascular system (CVS) is clinically relevant. However, very little attention has been paid with respect to student perception of teaching CVS in an integrated problem-based curriculum. A questionnaire on the feedback and perception of medical students ( n = 60) to their learning experience of CVS exposed early in the problem-based integrated curriculum at the Arabian Gulf University (AGU) was used. The average percentage scores of positive student responses to items related to knowledge was 62.7%, to integration was 87.3%, and to skills was 77.1%. A significant positive correlation was observed among skills and knowledge ( r = 0.408, P = 0.002), skills and integration ( r = 0.506, P < 0.000), and integration and knowledge ( r = 0.294, P = 0.028). The lowest individual percentage score related to knowledge items was given to the role of resource sessions in understanding difficult concepts (32.7%). Interestingly, 90.7% of the students were aware of the presence of gaps in their knowledge. On the other hand, 92.7% of students expressed their satisfaction with the study experience of CVS in the integrated problem-based approach. These results indicate that students overall achieved satisfactory learning outcome during the study of CVS in the problem-based integrated curriculum at AGU. The study also points out issues where improvement and fine tuning of the educational system can take place.
Key words: problem-based learning; cardiovascular teaching; student appraisal; medical education; curriculum evaluation |
| doi_str_mv | 10.1152/advan.00010.2003 |
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2 Department of Physiology, Arabian Gulf University, Manama, Kingdom of Bahrain
3 Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
Address for reprint requests and other correspondence: M. F. Abu-Hijleh, Dept. of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf Univ., P.O. Box: 22979, Manama, Kingdom of Bahrain (E-mail: arwanah{at}agu.edu.bh )
It is generally acknowledged that an integrated approach to teaching cardiovascular system (CVS) is clinically relevant. However, very little attention has been paid with respect to student perception of teaching CVS in an integrated problem-based curriculum. A questionnaire on the feedback and perception of medical students ( n = 60) to their learning experience of CVS exposed early in the problem-based integrated curriculum at the Arabian Gulf University (AGU) was used. The average percentage scores of positive student responses to items related to knowledge was 62.7%, to integration was 87.3%, and to skills was 77.1%. A significant positive correlation was observed among skills and knowledge ( r = 0.408, P = 0.002), skills and integration ( r = 0.506, P < 0.000), and integration and knowledge ( r = 0.294, P = 0.028). The lowest individual percentage score related to knowledge items was given to the role of resource sessions in understanding difficult concepts (32.7%). Interestingly, 90.7% of the students were aware of the presence of gaps in their knowledge. On the other hand, 92.7% of students expressed their satisfaction with the study experience of CVS in the integrated problem-based approach. These results indicate that students overall achieved satisfactory learning outcome during the study of CVS in the problem-based integrated curriculum at AGU. The study also points out issues where improvement and fine tuning of the educational system can take place.
Key words: problem-based learning; cardiovascular teaching; student appraisal; medical education; curriculum evaluation</description><identifier>ISSN: 1043-4046</identifier><identifier>EISSN: 1522-1229</identifier><identifier>DOI: 10.1152/advan.00010.2003</identifier><identifier>PMID: 15149961</identifier><language>eng</language><publisher>United States: American Physiological Society</publisher><subject>Anatomy & physiology ; Circulatory system ; College students ; Correlation ; Education, Medical - methods ; Educational Strategies ; Humans ; Integrated Curriculum ; Perceptions ; Physiology - education ; Problem Based Learning ; Problem-Based Learning - methods ; Problem-Based Learning - standards ; Science education ; Students, Medical - psychology ; Surveys and Questionnaires ; Teaching Methods</subject><ispartof>Advances in physiology education, 2004-06, Vol.28 (2), p.59-63</ispartof><rights>Copyright American Physiological Society Mar-Dec 2004</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c405t-bba8ef8bc9ff51d6d40a9c8242943afa351ed3067921ed19aba89848cb0a58c33</citedby><cites>FETCH-LOGICAL-c405t-bba8ef8bc9ff51d6d40a9c8242943afa351ed3067921ed19aba89848cb0a58c33</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,3026,27901,27902</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15149961$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Abu-Hijleh, Marwan F</creatorcontrib><creatorcontrib>Kassab, Salah</creatorcontrib><creatorcontrib>Al-Shboul, Qasim</creatorcontrib><creatorcontrib>Ganguly, Pallab K</creatorcontrib><title>Evaluation of the teaching strategy of cardiovascular system in a problem-based curriculum: student perception</title><title>Advances in physiology education</title><addtitle>Adv Physiol Educ</addtitle><description>1 Department of Anatomy, Arabian Gulf University, Manama, Kingdom of Bahrain
2 Department of Physiology, Arabian Gulf University, Manama, Kingdom of Bahrain
3 Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
Address for reprint requests and other correspondence: M. F. Abu-Hijleh, Dept. of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf Univ., P.O. Box: 22979, Manama, Kingdom of Bahrain (E-mail: arwanah{at}agu.edu.bh )
It is generally acknowledged that an integrated approach to teaching cardiovascular system (CVS) is clinically relevant. However, very little attention has been paid with respect to student perception of teaching CVS in an integrated problem-based curriculum. A questionnaire on the feedback and perception of medical students ( n = 60) to their learning experience of CVS exposed early in the problem-based integrated curriculum at the Arabian Gulf University (AGU) was used. The average percentage scores of positive student responses to items related to knowledge was 62.7%, to integration was 87.3%, and to skills was 77.1%. A significant positive correlation was observed among skills and knowledge ( r = 0.408, P = 0.002), skills and integration ( r = 0.506, P < 0.000), and integration and knowledge ( r = 0.294, P = 0.028). The lowest individual percentage score related to knowledge items was given to the role of resource sessions in understanding difficult concepts (32.7%). Interestingly, 90.7% of the students were aware of the presence of gaps in their knowledge. On the other hand, 92.7% of students expressed their satisfaction with the study experience of CVS in the integrated problem-based approach. These results indicate that students overall achieved satisfactory learning outcome during the study of CVS in the problem-based integrated curriculum at AGU. The study also points out issues where improvement and fine tuning of the educational system can take place.
Key words: problem-based learning; cardiovascular teaching; student appraisal; medical education; curriculum evaluation</description><subject>Anatomy & physiology</subject><subject>Circulatory system</subject><subject>College students</subject><subject>Correlation</subject><subject>Education, Medical - methods</subject><subject>Educational Strategies</subject><subject>Humans</subject><subject>Integrated Curriculum</subject><subject>Perceptions</subject><subject>Physiology - education</subject><subject>Problem Based Learning</subject><subject>Problem-Based Learning - methods</subject><subject>Problem-Based Learning - standards</subject><subject>Science education</subject><subject>Students, Medical - psychology</subject><subject>Surveys and Questionnaires</subject><subject>Teaching Methods</subject><issn>1043-4046</issn><issn>1522-1229</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp1kctrFEEQxgcxmBi9e5LGgxeZpF-z2-1NQqKBQC7x3NT01Oz0Mi_7sXH-e3szC4LgqYvqX331UV9RfGD0irGKX0NzgPGKUpobnFLxqrjIbV4yzvXrXFMpSknl5rx4G8I-c1upxJvinFVMar1hF8V4e4A-QXTTSKaWxA5JRLCdG3ckRA8Rd8vxw4Jv3HSAYFMPnoQlRByIGwmQ2U91j0NZQ8CG2OS9y1AavmaB1OAYyYze4nzc8a44a6EP-P70XhY_726fbn6UD4_f72--PZRW0iqWdQ0KW1Vb3bYVazaNpKCt4pJrKaAFUTFsBN1sNc8F05B5raSyNYVKWSEui8-rbjb3K2GIZnDBYt_DiFMKZsu0yLdQGfz0D7ifkh-zN8MZrZhWjGeIrpD1UwgeWzN7N4BfDKPmGIR5CcK8BGGOQeSRjyfdVA_Y_B04XT4DX1agc7vu2Xk0c7cEN_XTbjGwn1dFrgw3lc60_D99l_r-CX_H1cVpxMxNK_4AzW2qBg</recordid><startdate>20040601</startdate><enddate>20040601</enddate><creator>Abu-Hijleh, Marwan F</creator><creator>Kassab, Salah</creator><creator>Al-Shboul, Qasim</creator><creator>Ganguly, Pallab K</creator><general>American Physiological Society</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7TS</scope><scope>7X8</scope></search><sort><creationdate>20040601</creationdate><title>Evaluation of the teaching strategy of cardiovascular system in a problem-based curriculum: student perception</title><author>Abu-Hijleh, Marwan F ; Kassab, Salah ; Al-Shboul, Qasim ; Ganguly, Pallab K</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c405t-bba8ef8bc9ff51d6d40a9c8242943afa351ed3067921ed19aba89848cb0a58c33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Anatomy & physiology</topic><topic>Circulatory system</topic><topic>College students</topic><topic>Correlation</topic><topic>Education, Medical - methods</topic><topic>Educational Strategies</topic><topic>Humans</topic><topic>Integrated Curriculum</topic><topic>Perceptions</topic><topic>Physiology - education</topic><topic>Problem Based Learning</topic><topic>Problem-Based Learning - methods</topic><topic>Problem-Based Learning - standards</topic><topic>Science education</topic><topic>Students, Medical - psychology</topic><topic>Surveys and Questionnaires</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Abu-Hijleh, Marwan F</creatorcontrib><creatorcontrib>Kassab, Salah</creatorcontrib><creatorcontrib>Al-Shboul, Qasim</creatorcontrib><creatorcontrib>Ganguly, Pallab K</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Physical Education Index</collection><collection>MEDLINE - Academic</collection><jtitle>Advances in physiology education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Abu-Hijleh, Marwan F</au><au>Kassab, Salah</au><au>Al-Shboul, Qasim</au><au>Ganguly, Pallab K</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Evaluation of the teaching strategy of cardiovascular system in a problem-based curriculum: student perception</atitle><jtitle>Advances in physiology education</jtitle><addtitle>Adv Physiol Educ</addtitle><date>2004-06-01</date><risdate>2004</risdate><volume>28</volume><issue>2</issue><spage>59</spage><epage>63</epage><pages>59-63</pages><issn>1043-4046</issn><eissn>1522-1229</eissn><abstract>1 Department of Anatomy, Arabian Gulf University, Manama, Kingdom of Bahrain
2 Department of Physiology, Arabian Gulf University, Manama, Kingdom of Bahrain
3 Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
Address for reprint requests and other correspondence: M. F. Abu-Hijleh, Dept. of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf Univ., P.O. Box: 22979, Manama, Kingdom of Bahrain (E-mail: arwanah{at}agu.edu.bh )
It is generally acknowledged that an integrated approach to teaching cardiovascular system (CVS) is clinically relevant. However, very little attention has been paid with respect to student perception of teaching CVS in an integrated problem-based curriculum. A questionnaire on the feedback and perception of medical students ( n = 60) to their learning experience of CVS exposed early in the problem-based integrated curriculum at the Arabian Gulf University (AGU) was used. The average percentage scores of positive student responses to items related to knowledge was 62.7%, to integration was 87.3%, and to skills was 77.1%. A significant positive correlation was observed among skills and knowledge ( r = 0.408, P = 0.002), skills and integration ( r = 0.506, P < 0.000), and integration and knowledge ( r = 0.294, P = 0.028). The lowest individual percentage score related to knowledge items was given to the role of resource sessions in understanding difficult concepts (32.7%). Interestingly, 90.7% of the students were aware of the presence of gaps in their knowledge. On the other hand, 92.7% of students expressed their satisfaction with the study experience of CVS in the integrated problem-based approach. These results indicate that students overall achieved satisfactory learning outcome during the study of CVS in the problem-based integrated curriculum at AGU. The study also points out issues where improvement and fine tuning of the educational system can take place.
Key words: problem-based learning; cardiovascular teaching; student appraisal; medical education; curriculum evaluation</abstract><cop>United States</cop><pub>American Physiological Society</pub><pmid>15149961</pmid><doi>10.1152/advan.00010.2003</doi><tpages>5</tpages></addata></record> |
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| subjects | Anatomy & physiology Circulatory system College students Correlation Education, Medical - methods Educational Strategies Humans Integrated Curriculum Perceptions Physiology - education Problem Based Learning Problem-Based Learning - methods Problem-Based Learning - standards Science education Students, Medical - psychology Surveys and Questionnaires Teaching Methods |
| title | Evaluation of the teaching strategy of cardiovascular system in a problem-based curriculum: student perception |
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