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Effectiveness of An Intervention to Enhance PBL Tutorial Process

Friday, 11 July 2008: 9:10 AM
Veronica S.F. Lam, MN, MHA, BAppSc, (Nursing), RN, RM , Department of Nursing Studies, The University of Hong Kong, Pokfulam, Hong Kong
Agnes F. Y. Tiwari, PhD, RN , Department of Nursing Studies, The University of Hong Kong, Hong Kong, China
Idy C.Y. Fu, RN, BN, MPHC , Department of Nursing Studies, The University of Hong Kong, Pokfulam, Hong Kong
Felix Yuen, RN, RMN, RNT, DMS, BA, MSc, PhD , Department of Nursing Studies, The University of Hong Kong, Pokfulam, Hong Kong
Sophia S.C. Chan, PhD, MPH, MEd, PRDHCE, DNA, RN, RSCN , Department of Nursing Studies, The University of Hong Kong, Pokfulam, Hong Kong

Learning Objective 1: understand the key elements in conducting a problem-based learning tutorial process.

Learning Objective 2: understand an effective intervention to improve group activities during problem-based learning tutorials.

Background: Problem-based learning (PBL) is an instructional learning method in which students learn through facilitated problem-solving and decision-making. Through the process of PBL, students engage in self-directed learning and share, critic and apply their new knowledge to the problem. Furthermore, students can use the thinking process to link relevant and meaningful information to real-life situation and ultimately, facilitates the delivery of effective and efficient care. PBL has been implemented in clinical education for some years in the nursing department of a local university; however, both students and tutors expressed dissatisfaction toward the PBL tutorial process. Students find it difficult to capture the essence of PBL and often perform in a similar way as in group discussion.

Objective: This study aims to evaluate an intervention designed to improve group activities during PBL tutorials.

Design : A quasi-experimental design using treatment and comparison groups with pretest and posttest.

Subjects: 8 groups of second-year undergraduate nursing students.

Methods: Over a 26-week period, the PBL tutorial process of 8 groups of students were video-recorded and analysed by the research team members. Students in the treatment groups received an intervention consisting of (1) feedback on group activities after each PBL tutorial and (2) enhanced practice targeting identified deficits in group activities. Students in the comparison groups received standard facilitation from their clinical supervisors during PBL tutorials. Students' performance was measured and compared using a PBL tutorial checklist focusing on active participation, group interaction and clinical reasoning skills after each tutorial.

Results: Students' performances in group interaction, participation and reasoning skills during PBL tutorials have SIGNIFICANT improvement after receiving feedbacks. This study provides the evidence on the needs of the students in terms of mastering desirable group activities during PBL tutorials and the effectiveness of an intervention designed to improve students' performance during the tutorials.

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