Students' learning approaches at medical schools applying different curricula in Turkey

To investigate the learning approaches of undergraduate students at different medical schools applying different curricula in Turkey. Comparative study. Three medical schools applying different curricula, namely, Hybrid [Akdeniz University], Integrated [Ege University] and Problem Based Learning [Pamukkale University]. All Year I and Year II students [n = 1038] at these three schools were invited to participate. The Revised Two-Factor Study Process Questionnaire was chosen to reveal learning approaches. Another questionnaire was established in order to see any association between learning approaches and demographic characteristics. Statistical analyses were done by using SPSS for PC 13.0. Chi-square test was used for the analysis of the data. Learning approaches, gender, living area, parents' graduation and high school characteristics of all students. Nine hundred and sixty six out of 1038 [93%] students filled out the questionnaires. More participants in Year I had approached their learning activities more deeply than those in Year II [x[2] = 16.417, p = 0.00]. Only at the medical school applying Problem Based Learning, more participants in Year II had a deep approach than those in Year I [x[2] = 9.983, p = 0.00 for Year I and x[2] = 16.263, p = 0.00 for Year II]. No association between demographic characteristics except gender and learning approaches was found. Application of Problem Based Learning curriculum may be more helpful in developing a deep learning approach than a Hybrid or Integrated curricula. Measurement of learning approaches at later years will provide stronger evidence

Evaluation of problem based learning by tutors and students in a medical faculty of Turkey

To determine the opinion of tutors and students in charge of problem-based learning [PBL] courses during the academic year of 2006-2007 about the extent of contribution of PBL to certain skills in comparison with conventional education and to clarify whether or not they are content with PBL. Cross sectional research. Akdeniz University Faculty of Medicine, Antalya, Turkey. One hundred and fifty three tutorsin charge of PBL courses during the academic year of 2006-2007 and all of the first year medical students [n=170] were included. A questionnaire was sent to the study population in June 2007. Analysis of completed questionnaire. Independent sample t-test analysis was used to determine whether mean scores were different in two groups. Majority of the tutors [87.5%] and students [97.1%] responded to the questionnaire. The question "Is PBL an application that is in general beneficial to the student?" was answered as "yes" by 66.9% of the tutors. The question "Are you content with PBL?" was answered as "yes" by 54.9% of the tutors. On the other hand, 74.5% of the students answered "yes" to this second question. Our results show that PBL is well received by tutors and students and they think that PBL offers significant contribution to the students in areas that are considered to be superior aspects of PBL when compared to conventional education. performing their education programs completely based on PBL