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Perception of content and non-content expert facilitators of PBL according to students' performance levels

Ismail NA 1 , Alias E 2 , Arifin KT 3 , Damanhuri MH 4 , Karim NA 5 , Aan GJ 6

Affiliations 

  • 1 Dr. Noor Akmal Shareela Ismail, PhD. Department of Biochemistry, Faculty of Medicine, University Kebangsaan Malaysia, Jalan Yaacob Latif, 56000 Kuala Lumpur, Malaysia
  • 2 Dr. Ekram Alias, PhD. Department of Biochemistry, Faculty of Medicine, University Kebangsaan Malaysia, Jalan Yaacob Latif, 56000 Kuala Lumpur, Malaysia
  • 3 Dr. Khaizurin Tajul Arifin, PhD. Department of Biochemistry, Faculty of Medicine, University Kebangsaan Malaysia, Jalan Yaacob Latif, 56000 Kuala Lumpur, Malaysia
  • 4 Dr. Mohd Hanafi A Damanhuri, PhD. Department of Biochemistry, Faculty of Medicine, University Kebangsaan Malaysia, Jalan Yaacob Latif, 56000 Kuala Lumpur, Malaysia
  • 5 Dr. Norwahidah Abd Karim, PhD. Department of Biochemistry, Faculty of Medicine, University Kebangsaan Malaysia, Jalan Yaacob Latif, 56000 Kuala Lumpur, Malaysia
  • 6 Dr. Goon Jo Aan, PhD. Department of Biochemistry, Faculty of Medicine, University Kebangsaan Malaysia, Jalan Yaacob Latif, 56000 Kuala Lumpur, Malaysia
Pak J Med Sci, 2015 Nov-Dec;31(6):1537-41.
PMID: 26870131 DOI: 10.12669/pjms.316.8691

Abstract

Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.

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