Introducing a technology-enabled problem-based learning approach into a health informatics curriculum.
OBJECTIVE
To investigate the effect on learner satisfaction of introducing a technology-enabled problem-based learning (PBL) approach into a health informatics curriculum. Course redesign was undertaken to prepare students for three 4-month work terms and a rapidly changing professional environment upon graduation.


METHODS
Twenty-six Canadian undergraduate students of a redesigned course in biomedical fundamentals completed a midterm questionnaire in 2002. Eight of these students participated in a focus group.


RESULTS
Students agreed that seven of nine functions provided by the web-based online course management system enhanced their learning: private email (92.3%), calendaring (88.5%), course notes (88.5%), discussion forums (84.5%), online grades (84.5%) assignment descriptions (80.8%) and online quizzes (80.8%). Although students agreed that two PBL activities enhanced learning (learning to present information) (84.5%) and learning to identify information needed (73.1%), the majority of students (69.2%) expressed a preference for the traditional lecture approach over the PBL approach. Students reported feeling uncertain of what was required of them and related anxiety accounted for most of the negative feedback.


CONCLUSIONS
These findings give us clear goals for improvement in the course beginning with a comprehensive, carefully guided introduction to the processes of PBL. The positive trends are encouraging for the use of web-enabled courseware and for the further development of the PBL approach.
Green
Carolyn J
CJ
School of Health Information Science, University of Victoria, PO Box 3050, STN CSC, Victoria, BC, Canada V8W 3P5.
van Gyn
Geraldine H
GH
Moehr
Jochen R
JR
Lau
Francis Y
FY
Coward
Patricia M
PM
D003194:Computer-Assisted Instruction; D003258:Consumer Behavior; D003479:Curriculum; D017144:Focus Groups; D006801:Humans; D020407:Internet; D008490:Medical Informatics / Q000193:education*; D018794:Problem-Based Learning; D015397:Program Evaluation; D011795:Surveys and Questionnaires