Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education
Aim. Although the problem-based learning (PBL) teaching method was introduced in 1969, its rapid and widespread application in Malaysia started in 1979. This study aimed to evaluate satisfaction with PBL compared to that of conventional learning, using satisfaction surveys and the Rosenberg Self-Est...
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| Veröffentlicht in: | Evidence-based complementary and alternative medicine 2019-01, Vol.2019 (2019), p.1-6 |
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| description | Aim. Although the problem-based learning (PBL) teaching method was introduced in 1969, its rapid and widespread application in Malaysia started in 1979. This study aimed to evaluate satisfaction with PBL compared to that of conventional learning, using satisfaction surveys and the Rosenberg Self-Esteem scores, of students learning clinical acupuncture at the School of Traditional Chinese Medicine (TCM), Xiamen University Malaysia. Method. The participants of this study (N=36) were registered for a bachelor’s degree program in TCM in 2016 and enrolled in the Science of Acupuncture and Moxibustion course beginning in September 2018. The students were randomly allocated into two groups: PBL group and conventional group. A self-administered learning satisfaction survey and the Rosenberg Self-Esteem scores were used for data collection. An independent sample t-test was used to compare the results between the two groups. A p-value |
| doi_str_mv | 10.1155/2019/2102304 |
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| fullrecord | <record><control><sourceid>gale_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_6442311</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A618761774</galeid><sourcerecordid>A618761774</sourcerecordid><originalsourceid>FETCH-LOGICAL-c499t-fb76c73124b927d50e4697bdc3ad2956bed1e0aa6410a6d4a327c44fd12c029a3</originalsourceid><addsrcrecordid>eNqNkstv1DAQxiMEomXhxhlF4oIEoX7FTi5Iy6o8pEXlUCRulmNPNq4SO9jJVpz5x3HYZQucOPkxP30z38xk2VOMXmNclhcE4fqCYEQoYveycywYLhipqvunu_h6lj2K8QYhUgshHmZnFCOMacnPsx9XTYSwV5P1TvX5ehx7q3-98o0fRhWs2-Wfg296GIq3KoLJt6CCW75v7dTlUweJdHtwR4lrULpbwp9g6rzJWx_yTW9dkk36eh5np6c5QH5p5kOmx9mDVvURnhzPVfbl3eX15kOxvXr_cbPeFprV9VS0jeBaUExYUxNhSgSM16IxmipD6pI3YDAgpTjDSHHDFCVCM9YaTHRyrugqe3PQHedmAKNTyUH1cgx2UOG79MrKvyPOdnLn95IzRmhq2Cp7cRQI_tsMcZKDjRr6Xjnwc5SEYIpLQQlK6PN_0Bs_h9SfhUKIIyQYu6N2qgdpXetTXr2IyjXHleBYiIV6daB08DEGaE8lYySXHZDLDsjjDiT82Z82T_DvoSfg5QFIYzLq1v6nHCQGWnVHY1ZVyfFPcz3EKA</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2200600744</pqid></control><display><type>article</type><title>Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education</title><source>Wiley Online Library Open Access</source><source>EZB-FREE-00999 freely available EZB journals</source><source>PubMed Central</source><source>Alma/SFX Local Collection</source><source>PubMed Central Open Access</source><creator>Kim, Yun Jin</creator><contributor>Wilkinson, Jenny M.</contributor><creatorcontrib>Kim, Yun Jin ; Wilkinson, Jenny M.</creatorcontrib><description>Aim. Although the problem-based learning (PBL) teaching method was introduced in 1969, its rapid and widespread application in Malaysia started in 1979. This study aimed to evaluate satisfaction with PBL compared to that of conventional learning, using satisfaction surveys and the Rosenberg Self-Esteem scores, of students learning clinical acupuncture at the School of Traditional Chinese Medicine (TCM), Xiamen University Malaysia. Method. The participants of this study (N=36) were registered for a bachelor’s degree program in TCM in 2016 and enrolled in the Science of Acupuncture and Moxibustion course beginning in September 2018. The students were randomly allocated into two groups: PBL group and conventional group. A self-administered learning satisfaction survey and the Rosenberg Self-Esteem scores were used for data collection. An independent sample t-test was used to compare the results between the two groups. A p-value <0.05 was considered significant. Results. The results of the learning satisfaction survey and Rosenberg Self-Esteem scores were significantly better in the PBL group than in the conventional group (p<0.05). Conclusions. PBL appears to be more effective for clinical acupuncture education than the conventional teaching method. However, further studies are needed to identify the mechanisms by which PBL excels in clinical acupuncture education, as well as other related TCM fields.</description><identifier>ISSN: 1741-427X</identifier><identifier>EISSN: 1741-4288</identifier><identifier>DOI: 10.1155/2019/2102304</identifier><identifier>PMID: 31011356</identifier><language>eng</language><publisher>Cairo, Egypt: Hindawi Publishing Corporation</publisher><subject>Acupuncture ; Data processing ; Education ; Evidence-based medicine ; Herbal medicine ; Learning ; Market surveys ; Medical colleges ; Methods ; Polls & surveys ; Self esteem ; Students ; Surveys ; Teaching ; Teaching methods ; Therapists ; Traditional Chinese medicine</subject><ispartof>Evidence-based complementary and alternative medicine, 2019-01, Vol.2019 (2019), p.1-6</ispartof><rights>Copyright © 2019 Yun Jin Kim.</rights><rights>COPYRIGHT 2019 John Wiley & Sons, Inc.</rights><rights>Copyright © 2019 Yun Jin Kim. This is an open access article distributed under the Creative Commons Attribution License (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. https://creativecommons.org/licenses/by/4.0</rights><rights>Copyright © 2019 Yun Jin Kim. 2019</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c499t-fb76c73124b927d50e4697bdc3ad2956bed1e0aa6410a6d4a327c44fd12c029a3</citedby><cites>FETCH-LOGICAL-c499t-fb76c73124b927d50e4697bdc3ad2956bed1e0aa6410a6d4a327c44fd12c029a3</cites><orcidid>0000-0001-8853-6587</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6442311/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6442311/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,723,776,780,881,27901,27902,53766,53768</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/31011356$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Wilkinson, Jenny M.</contributor><creatorcontrib>Kim, Yun Jin</creatorcontrib><title>Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education</title><title>Evidence-based complementary and alternative medicine</title><addtitle>Evid Based Complement Alternat Med</addtitle><description>Aim. Although the problem-based learning (PBL) teaching method was introduced in 1969, its rapid and widespread application in Malaysia started in 1979. This study aimed to evaluate satisfaction with PBL compared to that of conventional learning, using satisfaction surveys and the Rosenberg Self-Esteem scores, of students learning clinical acupuncture at the School of Traditional Chinese Medicine (TCM), Xiamen University Malaysia. Method. The participants of this study (N=36) were registered for a bachelor’s degree program in TCM in 2016 and enrolled in the Science of Acupuncture and Moxibustion course beginning in September 2018. The students were randomly allocated into two groups: PBL group and conventional group. A self-administered learning satisfaction survey and the Rosenberg Self-Esteem scores were used for data collection. An independent sample t-test was used to compare the results between the two groups. A p-value <0.05 was considered significant. Results. The results of the learning satisfaction survey and Rosenberg Self-Esteem scores were significantly better in the PBL group than in the conventional group (p<0.05). Conclusions. PBL appears to be more effective for clinical acupuncture education than the conventional teaching method. However, further studies are needed to identify the mechanisms by which PBL excels in clinical acupuncture education, as well as other related TCM fields.</description><subject>Acupuncture</subject><subject>Data processing</subject><subject>Education</subject><subject>Evidence-based medicine</subject><subject>Herbal medicine</subject><subject>Learning</subject><subject>Market surveys</subject><subject>Medical colleges</subject><subject>Methods</subject><subject>Polls & surveys</subject><subject>Self esteem</subject><subject>Students</subject><subject>Surveys</subject><subject>Teaching</subject><subject>Teaching methods</subject><subject>Therapists</subject><subject>Traditional Chinese medicine</subject><issn>1741-427X</issn><issn>1741-4288</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>RHX</sourceid><sourceid>8G5</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqNkstv1DAQxiMEomXhxhlF4oIEoX7FTi5Iy6o8pEXlUCRulmNPNq4SO9jJVpz5x3HYZQucOPkxP30z38xk2VOMXmNclhcE4fqCYEQoYveycywYLhipqvunu_h6lj2K8QYhUgshHmZnFCOMacnPsx9XTYSwV5P1TvX5ehx7q3-98o0fRhWs2-Wfg296GIq3KoLJt6CCW75v7dTlUweJdHtwR4lrULpbwp9g6rzJWx_yTW9dkk36eh5np6c5QH5p5kOmx9mDVvURnhzPVfbl3eX15kOxvXr_cbPeFprV9VS0jeBaUExYUxNhSgSM16IxmipD6pI3YDAgpTjDSHHDFCVCM9YaTHRyrugqe3PQHedmAKNTyUH1cgx2UOG79MrKvyPOdnLn95IzRmhq2Cp7cRQI_tsMcZKDjRr6Xjnwc5SEYIpLQQlK6PN_0Bs_h9SfhUKIIyQYu6N2qgdpXetTXr2IyjXHleBYiIV6daB08DEGaE8lYySXHZDLDsjjDiT82Z82T_DvoSfg5QFIYzLq1v6nHCQGWnVHY1ZVyfFPcz3EKA</recordid><startdate>20190101</startdate><enddate>20190101</enddate><creator>Kim, Yun Jin</creator><general>Hindawi Publishing Corporation</general><general>Hindawi</general><general>John Wiley & Sons, Inc</general><general>Hindawi Limited</general><scope>ADJCN</scope><scope>AHFXO</scope><scope>RHU</scope><scope>RHW</scope><scope>RHX</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7RV</scope><scope>7T5</scope><scope>7TO</scope><scope>7X7</scope><scope>7XB</scope><scope>88G</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>H94</scope><scope>K9.</scope><scope>KB0</scope><scope>M0S</scope><scope>M2M</scope><scope>M2O</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0001-8853-6587</orcidid></search><sort><creationdate>20190101</creationdate><title>Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education</title><author>Kim, Yun Jin</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c499t-fb76c73124b927d50e4697bdc3ad2956bed1e0aa6410a6d4a327c44fd12c029a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Acupuncture</topic><topic>Data processing</topic><topic>Education</topic><topic>Evidence-based medicine</topic><topic>Herbal medicine</topic><topic>Learning</topic><topic>Market surveys</topic><topic>Medical colleges</topic><topic>Methods</topic><topic>Polls & surveys</topic><topic>Self esteem</topic><topic>Students</topic><topic>Surveys</topic><topic>Teaching</topic><topic>Teaching methods</topic><topic>Therapists</topic><topic>Traditional Chinese medicine</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kim, Yun Jin</creatorcontrib><collection>الدوريات العلمية والإحصائية - 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Evidence-based complementary and alternative medicine</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kim, Yun Jin</au><au>Wilkinson, Jenny M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education</atitle><jtitle>Evidence-based complementary and alternative medicine</jtitle><addtitle>Evid Based Complement Alternat Med</addtitle><date>2019-01-01</date><risdate>2019</risdate><volume>2019</volume><issue>2019</issue><spage>1</spage><epage>6</epage><pages>1-6</pages><issn>1741-427X</issn><eissn>1741-4288</eissn><abstract>Aim. Although the problem-based learning (PBL) teaching method was introduced in 1969, its rapid and widespread application in Malaysia started in 1979. This study aimed to evaluate satisfaction with PBL compared to that of conventional learning, using satisfaction surveys and the Rosenberg Self-Esteem scores, of students learning clinical acupuncture at the School of Traditional Chinese Medicine (TCM), Xiamen University Malaysia. Method. The participants of this study (N=36) were registered for a bachelor’s degree program in TCM in 2016 and enrolled in the Science of Acupuncture and Moxibustion course beginning in September 2018. The students were randomly allocated into two groups: PBL group and conventional group. A self-administered learning satisfaction survey and the Rosenberg Self-Esteem scores were used for data collection. An independent sample t-test was used to compare the results between the two groups. A p-value <0.05 was considered significant. Results. The results of the learning satisfaction survey and Rosenberg Self-Esteem scores were significantly better in the PBL group than in the conventional group (p<0.05). Conclusions. PBL appears to be more effective for clinical acupuncture education than the conventional teaching method. However, further studies are needed to identify the mechanisms by which PBL excels in clinical acupuncture education, as well as other related TCM fields.</abstract><cop>Cairo, Egypt</cop><pub>Hindawi Publishing Corporation</pub><pmid>31011356</pmid><doi>10.1155/2019/2102304</doi><tpages>6</tpages><orcidid>https://orcid.org/0000-0001-8853-6587</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Acupuncture Data processing Education Evidence-based medicine Herbal medicine Learning Market surveys Medical colleges Methods Polls & surveys Self esteem Students Surveys Teaching Teaching methods Therapists Traditional Chinese medicine |
| title | Observational Application Comparing Problem-Based Learning with the Conventional Teaching Method for Clinical Acupuncture Education |
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