The Effect of Online Problem-Based Learning Methods on Students’ Performance

Abstract

The COVID-19 pandemic has a significant impact on the education process in higher education institutions. The medical faculty is forced to adapt by implementing distance learning. The entire face-to-face learning is replaced with virtual meetings to prevent transmission of the COVID-19 virus. Problem-based learning (PBL) is carried out online. This study aimed to analyse students' performance during an online PBL in terms of their content knowledge about the modules. The study was conducted in the 2019/2020 academic year with 92 respondents enrolled in the Neuropsychiatry course. The students’ performance was measured by direct observation using a rubric filled out by the tutor during the session. Content knowledge about the module was measured by test, before and after the PBL. A cross-sectional study design was used in this study. The results showed a statistically significant increased score between pre and post-test (with p-value < 0.000, Wilcoxon signed-rank test) with an overall better performance of the students during the online PBL. Students showed good participation and communication skills, even though the discussions were done synchronously via teleconferencing. They had the ability to apply and link concepts to problems and draw valid conclusions. As a conclusion, there was a weak association between students’ performance and their knowledge of the module contents shown by the increasing score in the test. The limitations or obstacles during online PBL can be overcome with better preparation from the students with sufficient digital literacy, self-regulation, and adequate internet network support.