Korean J Med Educ.  2018 Mar;30(1):57-64. 10.3946/kjme.2018.82.

An analysis of medical students’ reflective essays in problem-based learning

• Si J

• KMID: 2406881
• DOI: http://doi.org/10.3946/kjme.2018.82

Abstract

PURPOSE
This study aimed to explore students' learning experience in problem-based learning (PBL) particularly in terms of what they learned and how they learned in one Korean medical school by analyzing their reflective essays with qualitative research methods.
METHODS
This study included 44 first-year medical students. They took three consecutive PBL courses and wrote reflective essays 3 times anonymously on the last day of each course. Their reflective essays were analyzed using an inductive content analysis method.
RESULTS
The coding process yielded 16 sub-categories and these categories were grouped into six categories according to the distinctive characteristics of PBL learning experience: integrated knowledge base, clinical problem solving, collaboration, intrinsic motivation, self-directed learning, and professional attitude. Among these categories, integrated knowledge base (34.68%) and professional attitude (2.31%) were the categories mentioned most and least frequently.
CONCLUSION
The findings of this study provide an overall understanding of the learning experience of Korean medical students during PBL in terms of what they learned and how they learned with rich descriptive commentaries from their perspectives as well as several thoughtful insights to help develop instructional strategies to enhance the effectiveness of PBL.

Keyword

Reflection; Problems-based learning; Content analysis

MeSH Terms

Anonyms and Pseudonyms
Clinical Coding
Cooperative Behavior
Humans
Knowledge Bases
Learning
Methods
Motivation
Problem Solving
Problem-Based Learning*
Qualitative Research
Schools, Medical
Students, Medical