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الرئيسية / أحمد صالح العمرو

أحمد صالح العمرو

14 نوفمبر 2013م

أحمد صالح العمرو
دكتوراه
الطب والخدمات الصحية
University of Leeds

مجال
التميز

تميز دراسي و بحثي

 

 

البحوث المنشورة

 

عنوان البحث:

Supporting
traditional PBL with online discussion forums: A study from Qassim Medical
School

رابط إلى البحث:

Link

تاريخ النشر:

2012

موجز عن البحث:

Background: The Qassim Medical School first year
curriculum includes a 5-week problem-based learning (PBL) block. Student
evaluation has highlighted inadequate feedback and lack of student–student
and student–tutor interactions. An online intervention may alleviate this.

Methodology: For each problem, a discussion forum
(DF) was created with 14 threads (one for each group) in virtual PBL rooms.
Students’ and tutors’ perceived satisfaction of the intervention was
evaluated and types of posts were classified.

Results: By the end of the block, all academic staff
involved and 123 students (95%) had participated in the DFs. There were
around 2800 posts and 28,500 views. All 14 tutors and 102 (78%) students
completed the online questionnaire. Of the students, 66 (76%) male and 36 (92%)
female students responded. Overall, both students and tutors perceived the
intervention positively. Posts included: reforming and finalizing learning
objectives, posting the concept map constructed in the face-to-face session
and questioning, encouraging and motivating each other. In addition, posts
included tutors’ feedback and redirection.

Conclusions: Blending e-learning with conventional
PBL may help overcome student-perceived shortcomings of conventional PBL and
improve the learning experience, making learning more interactive and
interesting.

 

 

المؤتمرات العلمية:

 

المؤتمر (1):

 

عنوان المؤتمر:

AMEE,2013

تاريخ الإنعقاد:

24-28/08/2013

بلد
ومكان الإنعقاد:

Prague,
Czech Republic

طبيعة المشاركة:

Talk

عنوان
المشاركة:

Integration of facilitated online discussion forum with PBL: a model to improve students’ learning

موجز
عن المشاركة:

Background:
Problem-based learning (PBL) is widely 
used. Previous research showed often there is little sharing of
knowledge between the sessions. One suggested solution could be the use of
integrating facilitated online discussion between PBL sessions to give an opportunity
for students to share knowledge and increase their learning.

 

Summary
of work: A facilitated online discussion forum was integrated between PBL
sessions on a four-week traditional PBL course at Qassim Medical School,
Saudi Arabia. Fifteen tutors (5 females and 10 males) and 145 students were
included in the study. A mixed methods approach was conducted using
questionnaires and interviews to evaluate perceived usefulness (knowledge
sharing/ learning) and an objective measure of knowledge sharing and
elaboration using a validated tool that evaluated the online discussions.

 

Summary
of results: Students and tutors considered that the intervention improved
student’s understanding of PBL in a collaborative environment. Both students
and tutors enjoyed the integration of the online discussion forum and look
forward to have same experience in the future. The objective measure of
knowledge construction in the online discussions showed that knowledge was
shared and elaborated, consistent with an active learning process.

 

Conclusions:
An integrated and facilitated online discussion forum between PBL sessions
has the exciting potential to improve knowledge construction and learning.

 

Take-home
messages: A facilitated online discussion forum between PBL sessions has the
exciting potential to enhance learning on a traditional PBL course.

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