Table 4 Feedback comments from students after the course and the overall learning effect
Theme | Category | Example | Impression compared to traditional problem-based learning (better/equal/less) | Total self-achievement scores | ||
|---|---|---|---|---|---|---|
Pre | Post | p* | ||||
Learning experiences | Overall/general (73/182) | Very good; practical; interesting; concise; to the point; impressive; terrific; impressive with discussion and thinking | 41/32/0 | 23.4 ± 8.3 | 37.9 ± 5.7 | < 0.001 |
Tension and atmosphere in class (10/182) | Relaxing, low-pressured atmosphere | 3/7/0 | 23.2 ± 7.2 | 39.9 ± 4.1 | < 0.001 | |
Learning benefit (79/182) | Got a lot; easy to remember; don’t need to know too details; long-lasting memory and not lose track; thought provoking! | 47/31/0 (1 not answered) | 24.4 ± 7.6 | 38.6 ± 4.0 | < 0.001 | |
Study loading and cost-effectiveness (15/182) | Well-balanced between loading and learning effectiveness; very high learning effectiveness; had learn something and not too much loading | 12/3/0 | 27.3 ± 9.3 | 39.1 ± 5.5 | < 0.001 | |
Curriculum and teaching | Curriculum design (35/182) | Clear and focused guide and learning objectives for self-study before class; novel webpage; good teaching method, emphasis or utilizable knowledge instead of advanced guidelines; good learning model; very small topic design; systematic discussion | 26/9/0 | 23.9 ± 7.8 | 39.3 ± 2.8 | < 0.001 |
Teacher side (39/182) | Nice; patiently; elaborative; enthusiastic | 18/20/0 (1 not answered) | 23.0 ± 7.6 | 37.2 ± 6.1 | < 0.001 | |
Miscellaneous | Motivation, presentation skill, criticism (20/182) | Hope to learn more about liver transplantation and immunosuppressant prescription; demand high presentation skills; classmates (or I) may prepare/present inappropriately; topic 5 is too heavy to digest | 9/11/0 | 26.1 ± 8.7 | 37.4 ± 8.5 | < 0.001 |