Rebecca Huber, Meera Menon, Rebecca B Russell, Sharla Smith, Stacy Scott, Scott D Berns
Community infant safe sleep and breastfeeding promotion and population level-outcomes: A mixed methods study
Midwifery
besides regulatory learning skills learning also requires students relate social context negotiate transition adjust medical training need consider explore role social cultural aspects student learning particularly problembased learning learning paradigm differs students previously experienced article report findings study exploring firstyear medical students experiences first semester undergraduate problembased learning medical program african medical school employed qualitative case study approach using indepth interviews 23 firstyear medical students participants ranged age 18 25 years students bimultilingual spoke three five languages english learning language conducted inductive thematic analysis systematically identify analyze patterns data using braun clarke framework medical school students worked hard compete admission medical school primarily taught using teachercentered approach preferred working alone beginning medical school students found challenging understand problembased learning process role case speaking working effectively group managing heavy workload taking increased responsibility learning end first semester students handling workload better comfortable peers facilitators appreciated value problembased learning approach study highlights importance interrogating contextual sociocultural factors could cause tension implementing problembased learning nonwestern medical schools adjustment problembased learning requires conceptual pedagogic shift towards learnercentered practice particularly concerning selfdirection role case collaborative learning need develop implement researchinformed learning development programs enable students reflect sociocultural beliefs practices enhance regulatory learning competence optimize meaningful early engagement problembased learning process