Short-Term Effects of Problem-Based Learning Curriculum on Students' Self-Directed Skills Development

Abstract

Aim: To investigate short-term effects of problem-based learning on students' scientific thinking, problem solving, and conflict resolution skills. Methods: The study was conducted in two medical schools, Ondokuz Mayis University in Samsun and Trakya University in Edirne, Turkey. The two schools used different instructional approaches in educational methods: Ondokuz Mayis University followed a problem-based learning curriculum and Trakya University a traditional didactic curriculum. Three groups of students were included as follows: (a) 83 first-year from Ondokuz Mayis University, who passed an English language proficiency exam; (b) 146 students who failed English language proficiency exam and had to spend a year attending preparatory English language classes before starting their first year at Ondokuz Mayis University (first control group); and (c) 124 students first-year students from Trakya University (second control group). All participants completed the Problem Solving Inventory, Scientific Thinking Skills Questionnaire, and Conflict Resolution Scale at the beginning of the 2003/2004 academic year. The tests were re-administered to same students at the end of the academic year, ie, 10 months later. Results: Analysis of covariance revealed no differences in pre-test scores among the problem-based learning, first, and second control groups in their scientific thinking (9.0 ± 71.2, 8.9 ± 3.2, and 8.7 ± 1.3, respectively; P = 0.124), problem solving (132.2 ± 15.4, 131.2 ± 16.2, and 132.1 ± 17.4, respectively; P = 0.454), and conflict resolution skills (112.3 ± 14.6, 109.7 ± 12.8, and 110.2 ± 11.4, respectively; P = 0.07). The study group in comparison with first and second control group had significantly better post-test results in scientific thinking (13.9 ± 3.5, 9.5 ± 2.2, and 9.1 ± 2.7, respectively), problem solving (125.5 ± 12.6, 130.1 ± 11.2, and 131.1 ± 15.4, respectively), and conflict resolution skills (125.4 ± 12.7, 110.9 ± 23.7, and 111.6 ± 23.6, respectively) (P<0.001 for all). The skills of the two control groups did not improve in this time period and their post-test scores were not significantly different. Conclusion: Problem-based learning curricula may positively affect some of the self-directed skills, such as scientific thinking, problem solving, and conflict resolution skills of students, even in a short period of time.