Distance learning and face-to-face learning in a pathophysiology problem-based learning course during a pandemic

Fang Hsu Chen, Po Jen Wu, Chih Hsien Chi

Research output: Contribution to journalArticlepeer-review

Abstract

Introduction: During the past 2 years of the COVID-19 pandemic, education methods adjusted from conventional in-person classes to distance learning. Most classes were lectures that could go well if the participants were familiar with the online operation and had a stable network connection. However, problem-based learning (PBL) classes, which rely on the ability to engage in discussions, still had communication and group development limitations. Methods: Here, we surveyed the learning effects of face-to-face (FF) and distance learning (DL) in a medical PBL course for two classes. Tutors and students were requested to give grades for five key areas (participation, communication, preparation, critical thinking, and group skills). Results and discussions: A questionnaire found reduced participation, communication, and group skills in DL classes in comparison to FF classes. The tutors’ perspective regarded participation and communication ability as reduced in DL. Nevertheless, one of the two classes showed no difference in group skills. Conclusion: Our research shows the experience of a PBL class focusing on discussion and communication. In the post-pandemic era, whether FF or DL, classes should be appropriately adjusted to facilitate effective student communication.

Original languageEnglish
Article number1289526
JournalFrontiers in Education
Volume8
DOIs
Publication statusPublished - 2023

All Science Journal Classification (ASJC) codes

  • Education

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