Table 6 Students’ attitudes towards MBC (n = 112)
From: The use of microblog-based case studies in a pharmacotherapy introduction class in China
Strongly disagree, % | Disagree, % | Neutral, % | Agree, % | Strongly agree, % | |
|---|---|---|---|---|---|
Q1: It helps me to express my opinions clearly and concisely. | 0 | 4 | 13 | 59 | 25 |
Q2: It helps me understand other points of view. | 1 | 4 | 15 | 50 | 29 |
Q3: My point of view has been acknowledged by my peers/teachers. | 0 | 4 | 15 | 58 | 23 |
Q4: It helps me to share my knowledge and experience with my peers. | 0 | 3 | 6 | 56 | 35 |
Q5: I was able to develop skills and knowledge from my peers | 4 | 15 | 24 | 40 | 16 |
Q6: I have been stimulated to do additional readings or research. | 0 | 5 | 14 | 43 | 38 |
Q7: Collaborative learning was effective. | 4 | 21 | 32 | 33 | 10 |
Q8: It helps me feel connected to other students in this course. | 1 | 7 | 25 | 44 | 23 |
Q9: I am comfortable participating, even though I am not familiar with the topics. | 2 | 13 | 19 | 41 | 25 |
Q10: The amount of my interaction with other students was sufficient. | 1 | 2 | 41 | 38 | 18 |
Q11: The quality of interaction with other students was good. | 1 | 21 | 46 | 24 | 6 |
Q12: Overall using MBC was better than traditional cases study (didactic or paper-based) | 3 | 5 | 26 | 40 | 26 |