Abstract

Introduction: Problem based learning (PBL) presents complicated real life problems and provides students to use analysing and synthesis abilities while reaching a solution. Students decide on solution pathways and produce concept maps on their own. Problem based learning represents experience-based learning which requires active participation for characterization and solution of the problem. In this study we aimed to evaluate the attitude of medical students to PBL sessions. Methods: In this descriptive designed study, attitude scale towards PBL applied to the Canakkale Onsekiz Mart University School of Medicine term II and III students just after PBL sessions. Results: One hundred twenty five students agreed to participate the study. Reliability co-efficient (co-efficient alfa) of PBL attitude scale (test with 38 clauses) was 0.777. Group work sub-group mean score of term III students was significantly higher than term II students (p=0.050). Lesson subject sub-group mean score was significantly higher in term II students (p=0.036). There were no significant difference between other sup-groups (p>0.05). Conclusion: Students were found to be positive attitude to PBL sessions. Term III students adopted more than term II students. Experiencing more PBL sessions can be important for adopting group work. It would be a mistake to talk about positive attitude towards PBL because of the limited number of PBL sessions in this school of medicine.

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