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ERIC Number: EJ1148021
Record Type: Journal
Publication Date: 2017-Sep
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1043-4046
EISSN: N/A
Learning through Debate during Problem-Based Learning: An Active Learning Strategy
Mumtaz, Sadaf; Latif, Rabia
Advances in Physiology Education, v31 n3 p390-394 Sep 2017
We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016. Each cohort of students was randomly split into 10 small PBL groups and exposed to weekly PBL activity. Within each group, the students were divided into a proposition half and an opposition half. Students were given 1 wk for debate preparation. The students' responses were recorded on a formulated questionnaire. Descriptive statistics were used to analyze quantitative data, and results are presented as percentages. The usefulness of debate in alleviating potential difficulties in communicating with patients was agreed to by 69% (n = 126) of participants. That these sessions evoked critical thinking among students was reported by 78% (n = 142). This series of debates helped 61% (n = 111) of students to learn effectively about controversial issues. Seventy-one percent (n = 130) considered that debate promoted argument generation and interpretation skills. Enhanced ability to analyze and research evidence was reported by 59% (n = 108) of students. One hundred and thirteen students (62%) agreed that debate helped them to improve clinical decision-making, and 75% of students agreed that debates encouraged tolerance toward diverse viewpoints/convincing strategies. The majority of our medical students found debating enhanced analytic decision-making, communication, and critical thinking skills.
American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A