I Factors That Influence Performance in a Problem-Based Learning Tutorial
Introduction: Problem-based learning (PBL) is an educational approach that reflects a resourceful... more Introduction: Problem-based learning (PBL) is an educational approach that reflects a resourceful way of thinking about teaching and learning. PBL is a student group-focused pedagogy that uses an inquiry-based tutorial approach to learning. PBL is characterised by small group that uses tutorials rather than lectures as opposed to a didactic, lecture-based curriculum and it is commonly used in medicine
The Heath Related Quality of Life (Hrqol) for Hypertensive Patients in Eastern Province in Saudi Arabia: Cross Sectional Study
Background: Hypertension is associated with the flow of blood under high pressures, and is a risk... more Background: Hypertension is associated with the flow of blood under high pressures, and is a risk factor for coronary heart disease. Methodology: We designed a prospective observational study that included 280 participants to investigate the effect of hypertension on the health-related quality of life (HRQOL) for hypertensive patients in the eastern province of KSA. To measure HRQOL, this study used EQ-5D-5L which consists of five dimensions that are further divided into five levels of severity. Results: Among the normotensive participants, 77%, 96%, 66%, 38%, and 44% were agreed as having no problem in terms of self-care, anxiety or depression, usual activities, mobility, and pain or discomfort respectively; whereas among the hypertensive participants, these were 36%, 79%, 20%, 21%, and 31% respectively. Conclusion: We concluded that health-related quality for hypertensive patients is significantly affected by HTN. Therefore, great attention must be paid to enhance their quality of...
Introduction: Problem-based learning (PBL) is an educational approach that reflects a resourceful... more Introduction: Problem-based learning (PBL) is an educational approach that reflects a resourceful way of thinking about teaching and learning. PBL is a student group-focused pedagogy that uses an inquiry-based tutorial approach to learning. PBL is characterised by small group that uses tutorials rather than lectures as opposed to a didactic, lecture-based curriculum and it is commonly used in medicine and the health sciences in combination with traditional learning methodologies, as it helps students to develop the higher order thinking skills required to be successful in the medical profession. Aims: This study has two aims. First, it examines the influence of four demographic characteristics (gender, age, educational level, home language) of the students in the MBBS medical program at Bond University, Queensland, on their perceptions of PBL, verbal interaction in PBL and academic achievement. Secondly, the results of the Bond University study was utilised to assess the feasibility of using a hybrid PBL approach that combine PBL and didactic teaching to a multicultural Middle Eastern Dental Hygiene program in Kuwait. In order to meet these aims, two measurement instruments and one data collection method, were used. The study was divided into two parts: Part A (survey) and Part B (utterance analysis). Methods: In Part A, a questionnaire was developed to canvas Bond University medical students' perceptions of PBL. The questionnaire canvassed Year 1-3 students cross-sectionally and longitudinally. In Part B, a validated instrument was used to record the instances of students' learning-oriented utterances. Students' end of year (phase) assessment results were collected and correlated with their learningoriented utterances. Results and Discussion: This study found that PBL is accepted as a learning experience regardless of students' demographic characteristics or backgrounds. Although the demographic characteristics of students in the present study did not impact significantly on their acceptance of PBL as a learning experience, one demographic factor (age) was found to impact on students' perceptions of and IV performances during PBL tutorials. To this end, younger students (16-20 years old group) perceived PBL positively more than did older students. Year of study was identified as another factor that could influence students' views and learningoriented utterances during PBL tutorials. First year students scored higher in two of the inventory subscales: group process and tutor practice. Moreover, Year 1 students engaged critically but constructively by asking higher order questions more than did their second year counterparts. The correlation between student and tutor learningoriented utterances was both weak in magnitude (less than 1) and direction (negative sign). No evidence of association was found between the students' verbal interaction and their academic achievement. The proposition that students with different demographic factors perceived PBL differently was proven incorrect in the present study. Conclusion: The inclination toward a more tutor-directive style might be due to the lower levels of prior knowledge and lower confidence of younger students. Tutors with content knowledge can, however, have a positive and negative impact on students' contribution. The findings of the current study of a diverse group of medical students suggest that hybrid PBL approach might be appropriate as an educational approach for the Dental Hygiene program (College of Health Sciences, Kuwait). V DECLARATION This thesis is submitted to Bond University in fulfilment of the requirements of the degree of Doctor of Philosophy. This thesis represents my own original work towards this research degree and contains no material which has been previously submitted for a degree or diploma at this University or any other institution, except where due acknowledgment is made.
I Factors That Influence Performance in a Problem-Based Learning Tutorial
Introduction: Problem-based learning (PBL) is an educational approach that reflects a resourceful... more Introduction: Problem-based learning (PBL) is an educational approach that reflects a resourceful way of thinking about teaching and learning. PBL is a student group-focused pedagogy that uses an inquiry-based tutorial approach to learning. PBL is characterised by small group that uses tutorials rather than lectures as opposed to a didactic, lecture-based curriculum and it is commonly used in medicine
The Heath Related Quality of Life (Hrqol) for Hypertensive Patients in Eastern Province in Saudi Arabia: Cross Sectional Study
Background: Hypertension is associated with the flow of blood under high pressures, and is a risk... more Background: Hypertension is associated with the flow of blood under high pressures, and is a risk factor for coronary heart disease. Methodology: We designed a prospective observational study that included 280 participants to investigate the effect of hypertension on the health-related quality of life (HRQOL) for hypertensive patients in the eastern province of KSA. To measure HRQOL, this study used EQ-5D-5L which consists of five dimensions that are further divided into five levels of severity. Results: Among the normotensive participants, 77%, 96%, 66%, 38%, and 44% were agreed as having no problem in terms of self-care, anxiety or depression, usual activities, mobility, and pain or discomfort respectively; whereas among the hypertensive participants, these were 36%, 79%, 20%, 21%, and 31% respectively. Conclusion: We concluded that health-related quality for hypertensive patients is significantly affected by HTN. Therefore, great attention must be paid to enhance their quality of...
Introduction: Problem-based learning (PBL) is an educational approach that reflects a resourceful... more Introduction: Problem-based learning (PBL) is an educational approach that reflects a resourceful way of thinking about teaching and learning. PBL is a student group-focused pedagogy that uses an inquiry-based tutorial approach to learning. PBL is characterised by small group that uses tutorials rather than lectures as opposed to a didactic, lecture-based curriculum and it is commonly used in medicine and the health sciences in combination with traditional learning methodologies, as it helps students to develop the higher order thinking skills required to be successful in the medical profession. Aims: This study has two aims. First, it examines the influence of four demographic characteristics (gender, age, educational level, home language) of the students in the MBBS medical program at Bond University, Queensland, on their perceptions of PBL, verbal interaction in PBL and academic achievement. Secondly, the results of the Bond University study was utilised to assess the feasibility of using a hybrid PBL approach that combine PBL and didactic teaching to a multicultural Middle Eastern Dental Hygiene program in Kuwait. In order to meet these aims, two measurement instruments and one data collection method, were used. The study was divided into two parts: Part A (survey) and Part B (utterance analysis). Methods: In Part A, a questionnaire was developed to canvas Bond University medical students' perceptions of PBL. The questionnaire canvassed Year 1-3 students cross-sectionally and longitudinally. In Part B, a validated instrument was used to record the instances of students' learning-oriented utterances. Students' end of year (phase) assessment results were collected and correlated with their learningoriented utterances. Results and Discussion: This study found that PBL is accepted as a learning experience regardless of students' demographic characteristics or backgrounds. Although the demographic characteristics of students in the present study did not impact significantly on their acceptance of PBL as a learning experience, one demographic factor (age) was found to impact on students' perceptions of and IV performances during PBL tutorials. To this end, younger students (16-20 years old group) perceived PBL positively more than did older students. Year of study was identified as another factor that could influence students' views and learningoriented utterances during PBL tutorials. First year students scored higher in two of the inventory subscales: group process and tutor practice. Moreover, Year 1 students engaged critically but constructively by asking higher order questions more than did their second year counterparts. The correlation between student and tutor learningoriented utterances was both weak in magnitude (less than 1) and direction (negative sign). No evidence of association was found between the students' verbal interaction and their academic achievement. The proposition that students with different demographic factors perceived PBL differently was proven incorrect in the present study. Conclusion: The inclination toward a more tutor-directive style might be due to the lower levels of prior knowledge and lower confidence of younger students. Tutors with content knowledge can, however, have a positive and negative impact on students' contribution. The findings of the current study of a diverse group of medical students suggest that hybrid PBL approach might be appropriate as an educational approach for the Dental Hygiene program (College of Health Sciences, Kuwait). V DECLARATION This thesis is submitted to Bond University in fulfilment of the requirements of the degree of Doctor of Philosophy. This thesis represents my own original work towards this research degree and contains no material which has been previously submitted for a degree or diploma at this University or any other institution, except where due acknowledgment is made.
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