Effects of Hybrid Problem-based Learning on Lecture Attendance

Abstract

Before Nihon University School of Medicine opened utilizing our problem-based learning (PBL) tutorials combined with lectures, low attendance to lectures was identified as one of the justifications for adopting the hybrid PBL. To date, no studies have examined the effects of hybrid PBL on lecture attendance. We used our evaluation of the lectur’s performance conducted by the students and faculty, and compared the data from the four years prior to starting the PBL program with the data from the two years after starting the program. Not only was there a significant improvement of PBL student attendance (p < 0.01), but the attendance of other students improved as well (p < 0.01). Student attendance in lectures improved significantly as an unforeseen consequence of the PBL program. The positive effects of active learning spread beyond the PBL students themselves.