Ibrahim Abdelrhim Ali
2 Publications in AERD
Author Publications
Export PDFProblem-based learning is helpful in encouraging academic institutions to strive for excellence: perceptions of Sudanese physiologists as an illustration
By Muaath Ahmed Mohammed
Background: Problem-based learning (PBL) is a well-known teaching method which promotes self-directed learning (SDL) in many medical programs worldwide. This study aimed to examine the perceptions of Sudanese physiologists on applying PBL in teaching their physiology courses or sessions. Methods: A cross-sectional survey was conducted with 82 physiologists (70% of the total Sudanese physiologists). The data were collected using questionnaires that included questions about attitudes towards, effectiveness of, and barriers to PBL implementation. The internal reliability of the questionnaire (over 0.7) was good, as measured by Cronbach’s alpha. The Mann‒Whitney U test, Kruskal–Wallis test, multiple linear regression and correlation (Spearman) analysis were performed to assess various factors associated with physiologists’ perceptions of the research domains. Results: Physiologists generally had a positive attitude (overall score percentage of 76.9 ± 23.97%) towards PBL compared to other teaching methods and had good perceptions of the effects of PBL (overall score percentage of 77.1 ± 25.13%) on the student learning process. Furthermore, physiologists had a notable knowledge gap about common challenges affecting PBL application (overall score percentage was 56.93 ± 19.43%) at their relevant institutes. Physiologists’ perceptions of common factors affecting PBL application were significantly related to participants currently working inside or outside Sudan (p value = 0.010) and applying PBL at their relevant institutes (p value = 0.008). In addition, the attitude score was significantly associated with the current workplace (governmental/private) classification (B= -14.083, p = 0.031). Additionally, attitude toward PBL had a significant positive correlation with age (r = 0.233, p = 0.005) and the perception score of PBL’s effects on students’ learning processes (r = 0.788, p < 0.001). Conclusion: In general, physiologists have good attitudes towards and perceptions of PBL’s effectiveness, although they are unaware of the main challenges that PBL faces. The findings of this study can help the Federal Ministry of Higher Education make informed decisions about how to improve teaching methodology by implementing such novel approaches. © The Author(s) 2024.
Medical students’ perceptions towards implementing case-based learning in the clinical teaching and clerkship training
By Moataz Salaheldin Gasim
Background: Depending on the subject area and the ‘case’ used, many methods can be used to describe case-based learning (CBL). The majority of health professional education is patient-centered. As a result, clinical presentations and diseases are combined with social and clinical sciences, and student learning is linked to real-world applications. The purpose of this study was to evaluate how medical students at the Faculty of Medicine, National Ribat University, felt about the implementation of CBL. Methods: This descriptive cross-sectional study was conducted on 171 final-year medical students (100 females and 71 males). Students were voluntarily invited to complete a self-administered questionnaire consisting of 15 closed-ended questions with 5-point Likert scale responses, covering data on perception, awareness, and barriers to CBL. Results: The CBL satisfaction rate among medical students was 92.4%. The mean value of the medical student’s perception was 3.7 out of 5. Regarding perceptions of CBL, 65.5% of students agreed with the positive impact of CBL on their academic performance. “8.2%” (14/171) of students strongly concur that CBL improved teamwork, while “31.6%” (54/171) strongly disagree. “36.3%” of students strongly believe that CBL improved their ability to use clinical reasoning. Regarding CBL barriers, 53% of medical students considered a group of twenty participants per session to be a barrier. (69%) of students refused to consider physical presence as a barrier. “76.6%” of the students agreed that the moderator’s approach and style can have a big influence on the CBL session’s outcome. Conclusion: Overall, students had positive perceptions of CBL. Academic performance, clinical reasoning, teamwork, and information retention and retrieval were all improved by incorporating CBL into training modules. Students agreed that the group size of 20 students per session was a barrier, despite their moderate to excellent knowledge of CBL. Preparation for CBL is both time-consuming and tiring. Despite this, students agree that CBL has a positive impact on the learning process. © The Author(s) 2024.
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