沙特阿拉伯诺拉公主宾特阿卜杜勒拉赫曼大学女牙科本科学生对基于问题的学习方法的认知和观点:一项基于问卷的研究

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/jnegroeducation.89.1.0058

S. ALHarthi, M. Shalabi, Afsheen Tabbasum, M. Altamimi, M. BinShabaib

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引用次数: 1

摘要

摘要:本研究旨在评估沙特阿拉伯诺拉公主宾特阿卜杜勒拉赫曼大学(PNU)女牙科本科学生对基于问题的学习(PBL)方法的认知和观点。以问卷为基础的横断面研究包括9个问题。齿科四年级学生比一年级、二年级和三年级学生更多地认为PBL有助于提高在人面前说话的能力(p < 0.05)。与一年级、二年级和三年级的学生相比，更大比例的四年级学生认为PBL有助于提高在众人面前说话的能力。对女牙科本科学生的认知尚无定论。这方面需要进一步的研究。

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Perception and Perspectives of Female Undergraduate Dental Students at the Princess Nourah Bint Abdulrahman University, Saudi Arabia toward Problem-based Learning Methodology: A Questionnaire-based Study

Abstract:The aim of this study was to assess the perception and perspectives of female undergraduate dental students at the Princess Nourah Bint Abdulrahman University (PNU), Saudi Arabia toward problem-based learning (PBL) methodology. A questionnaire-based cross-sectional study was performed that comprised of nine questions. Fourth year dental studies more often perceived that PBL helps in enhancing the ability to speak in front of people than students in the first, second and third year (p < 0.05). A greater percentage of fourth year students perceived that PBL helps in enhancing the ability to speak in front of people than first, second, and third year students. Perception of female undergraduate dental students at the PNU were inconclusive. Further studies are warranted in this regard.

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.