The Effects of Communication Apprehension Levels on Students' Assessment and Satisfaction in Problem Based Learning in a Medical School

Abstract

Purpose: The purpose of this study was to examine the effects of communication apprehension levels on students`` assessment and satisfaction in Problem-Based Learning (PBL) in a medical school.

Methods: The subjects of this study were 36 students at Ajou University School of Medicine in 2013. Tutor assessment, peer assessment, students`` satisfaction and communication apprehension were used as study instruments. SPSS version 12.0 was used to analyze the data and statistics by correlation, t-test, and analysis of variance.

Results: The tutor and peer assessments as well as students`` satisfaction showed negative relationships with communication apprehension scores. There were statistically significant differences among tutor assessment, peer assessment, and satisfaction scores according to communication apprehension levels. Also, communication apprehension levels showed differences in students`` satisfaction scores by gender and group.

Conclusion: It was concluded that communication apprehension can be a factor in successful PBL as the level of communication apprehension had an influence on students`` assessment and satisfaction regarding PBL in a medical school. Based on this study’s results, learning strategies to increase the effects of PBL can include PBL groups based on communication apprehension.