Title of article :
Student Perception of Microbiology Laboratory Skills Learning Through a Problem-Based Learning Curriculum: Arabian Gulf University Experience
Author/Authors :
Bindayna, Khalid Mubarak Microbiology - Immunology and Infectious Diseases Department - College of Medicine and Medical Sciences - Arabian Gulf University - Manama, Kingdom of Bahrain , Qareeballa, Ahmed Microbiology - Immunology and Infectious Diseases Department - College of Medicine and Medical Sciences - Arabian Gulf University - Manama, Kingdom of Bahrain , Joji, Ronni Mol Microbiology - Immunology and Infectious Diseases Department - College of Medicine and Medical Sciences - Arabian Gulf University - Manama, Kingdom of Bahrain , Al Mahmeed, Ali Microbiology - Immunology and Infectious Diseases Department - College of Medicine and Medical Sciences - Arabian Gulf University - Manama, Kingdom of Bahrain , Ezzat, Hicham Microbiology - Immunology and Infectious Diseases Department - College of Medicine and Medical Sciences - Arabian Gulf University - Manama, Kingdom of Bahrain , Ismaeel, Abdulrahman Yousif Microbiology - Immunology and Infectious Diseases Department - College of Medicine and Medical Sciences - Arabian Gulf University - Manama, Kingdom of Bahrain , Tabbara, Khaled S Microbiology - Immunology and Infectious Diseases Department - College of Medicine and Medical Sciences - Arabian Gulf University - Manama, Kingdom of Bahrain
Pages :
6
From page :
963
To page :
968
Abstract :
The curriculum at medical school at Arabian Gulf University is centered on small group learning and real-life problems provided to students and guiding students to learn actively. In microbiology, laboratory skills are taught in an innovative manner using mini cases and different lab sessions and are integrated with other basic sciences. This article describes the format and pattern of laboratory skills sessions conducted using PBL methods at Arabian Gulf University and discusses the perception of students towards PBL in laboratory skill learning and way forward for the same. Methods The study sample size was 110. The students’ perception of the laboratory skills teaching methods was assessed through an exit survey at the end of each session. A semi-structured self-administered survey instrument was prepared, and the questions were arranged in two sessions and focused on identifying the relevance, timing, strengths, and weaknesses of the teaching method and recommendations to improve the same. Results We observed that more than 50% of the participants agreed or strongly agreed that the time given for PBL was adequate, topics discussed were relevant, presentations were clear, pre-session briefing and Case-Based Studies (team-based learning (TBL)) helped in their learning. The participants identified the demonstration of experiments and hands-on experience provided in the laboratory were most helpful. When enquired about the difficulty, among 48% of the participants, 80% observed that the slides used in the learning/teaching were lengthy. Conclusion The use of PBL in a lab setting promotes active learning. In the heart of PBL, TBL is a powerful tool in the educational process offering the students deep comprehension and allowing them to gain practical and intellectual skills.
Keywords :
laboratory skill learning , microbiology , PBL
Journal title :
Advances in Medical Education and Practice
Serial Year :
2020
Full Text URL :
Record number :
2626318
Link To Document :
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