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Table 3 Comparison of facilitator and student perception of clustered PBL content and impact on student learning

From: Problem-based learning and larger student groups: mutually exclusive or compatible concepts – a pilot study

Statement in questionnaire Facilitator (n = 8) Student (n = 111)
  Median Score Mean ± SEM % Agreement Median Score Mean ± SEM % Agreement
The content of the PBL scenarios fitted (the students'/my) level of knowledge 4.0 4.4 ± 0.18 100 4.0 4.0 ± 0.08 73.9
The PBL scenarios effectively illustrated medical concepts 5.0 4.6 ± 0.18 100 4.0 4.1 ± 0.08 80.2
The PBL scenarios motivated (students/me) to use additional learning resources 3.5 3.6 ± 0.26 50 4.0 3.9 ± 0.09 69.4
The PBL scenarios stimulated (the students'/my) interest in pharmacology 3.0 3.3 ± 0.16 25 4.0 3.5 ± 0.10 53.6
The PBL scenarios helped to reinforce (students'/my) pharmacological knowledge 4.0 4.0 ± 0.33 87.5 4.0 3.8 ± 0.10 69.4
  1. Median and Mean ± standard error (SEM) scores and percentage expressing positive agreement (scoring 4+) on a 5-point likert scale (from 1 = strongly disagree to 5 = strongly agree) of both facilitators (n = 8) and students (n = 111) in response to questions on PBL content and its impact on learning.