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Comparative Study
. 2019 May 15;19(1):147.
doi: 10.1186/s12909-019-1575-1.

Does blended problem-based learning make Asian medical students active learners?: a prospective comparative study

Ikuo Shimizu  1 , Hideyuki Nakazawa  2 , Yoshihiko Sato  3 , Ineke H A P Wolfhagen  4 , Karen D Könings  4
Affiliations
Comparative Study

Does blended problem-based learning make Asian medical students active learners?: a prospective comparative study

Ikuo Shimizu et al. BMC Med Educ. .

Abstract

Background: Asian educators have struggled to implement problem-based learning (PBL) because students rarely discuss their work actively and are not sufficiently engaged in self-directed learning. Supplementing PBL with additional e-learning, i.e. 'blended' PBL (bPBL), could stimulate students' learning process.

Methods: We investigated the effects of bPBL on tutorial group functioning (discussion, self-efficacy, self-directed learning, active participation, and tutor's perceived authority) and students' level of acceptance of the e-learning elements. We compared PBL and bPBL in a medical university in Japan. In the bPBL condition, the tutor's instructions were replaced with online materials and short quizzes. After the course, a 13-item questionnaire using a 5-point Likert scale was distributed regarding the tutorial group functioning of the tutorial group (influence of discussion, self-efficacy, self-directed learning, active participation, and tutors' authority). The mean scores of subscales were compared with analysis of covariance. Knowledge levels were measured using a pre-test post-test design. A multiple regression analysis was performed to explore the association between e-learning acceptance and the subscales related to PBL.

Results: Ninety-six students participated in the study (PBL: n = 24, bPBL: n = 72). Self-efficacy and motivation for learning triggered by group discussions was significantly higher for students in bPBL (p = 0.032 and 0.007, respectively). Knowledge gain in test scores was also significantly better in the bPBL condition (p = 0.026), and self-directed learning related positively to the acceptance of blended learning (p = 0.044).

Conclusions: bPBL seemed more effective in promoting active learning and improving knowledge, without affecting tutors' authority. Implementing e-learning into PBL is suggested to be an effective strategy in the Asian context.

Keywords: Blended learning; Health professions education; Problem-based learning; Quiz; Self-directed learning.

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Conflict of interest statement

Authors’ information

Ikuo Shimizu is an assistant professor at Center for Medical Education and Clinical Training, Shinshu University, Japan, and a PhD candidate at School of Health Professions Education, Maastricht University, the Netherlands. His research interest is collaborative learning in the Asian context. He holds Master of Health Professions Education at Maastricht University, the Netherlands.

Hideyuki Nakazawa is a lecturer at Department of Internal Medicine II, Shinshu University, Japan. His research interest in education is workplace learning at the clinical setting.

Yoshihiko Sato is an associate professor at Department of Internal Medicine IV, Shinshu University, Japan. His research interest in education is lecture strategies and clinical teaching.

Ineke Wolfhagen is an associate professor at Department of Educational Development and Research, Maastricht University, the Netherlands. She has expertise in management, consultancies and workshops on quality assurance and problem-based learning.

Karen D. Könings is an associate professor at Department of Educational Development and Research, Maastricht University, the Netherlands. Her main research interest is participatory design of education, to better account for the different perspectives of students, teachers, and educational designers.

Ethics approval and consent to participate

This study was approved by the Institutional Review Board of Shinshu University (#3247).

Consent for publication

Not applicable.

Competing interests

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Figures

Fig. 1
Fig. 1
Study context and design. Additional materials were provided by paper (original PBL) or online (bPBL). Online quizzes were provided only in the bPBL condition
See this image and copyright information in PMC

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