Students’ Perception and Preference of Problem Based Learning at Moi University College of Health Sciences

Abstract

Introduction: The purpose of this study was to assess the perception and preference of the SPICES model among students at the Moi University College of Health Sciences. We can define innovative teaching and learning method or the SPICES model as a program or series of events which the teacher implements to assist the student to remain focused on what that individual is doing. Problem-based learning is considered superior to the lecture based learning due to long-term retention of knowledge, development of generic skill and attitudes. This study looked into the students’ views of problem-based learning versus lecture-based learning in Moi University College of Health Sciences. 274 students were divided to School of Medicine, School of Public Health, School of Nursing and School of Dentistry as per their number of students in each school. Self-administered questionnaires were used in quantitative data collection while in-depth interviews quantitative were used in qualitative data collection. A reliable and valid questionnaire utilized a five-point forced Likert scale (1-Totaly disagree, 2-Disagree, 3-Not Sure 4-Agree, and 5-Totally Agree). Cronbach’s alpha, median and inter-quartile range (IQR) were calculated in SPSS 22.P-value less than or equal to 0.05 was taken as statistically significant. Ethical approval was obtained from the Institutional Review and Ethics Committee (IREC) of Moi University and Moi Teaching and Referral Hospital. The response rate among students was 250 (91%) out of 274 who were given questionnaires. Majority of the students 179 (72 %) preferred SPICES model compared to 71 (28 %) who preferred lecture method of learning. A chi-square test to determine the measure of association between schools and preference of Problem Based Learning and Lecture method of learning showed no statistical significance with a P-value of 0.092; at p <0.05. Problem based learning is fun, provides contextual learning and imparts long-term retention of knowledge through students’ active participation in a small group. It also promotes generic skills and self-directed life-long learning.