Internet and computer use by medical students in traditional and problem based learning systems

Objectives: To validate the hypothesis that to achieve self-directed learning targets, medical students in Problem-Based Learning (PBL) curriculum would have higher levels of computer literacy and make greater use of the Internet compared to their counterparts in a traditional curriculum. Design: A questionnaire based study. Setting: Arabian Gulf University (AGU), Manama, Bahrain and the Medical School, University of Udine, Italy, during the academic year 2003-2004. Subjects: Years 2-4 medical students of AGU (PBL curriculum) and Year-3 medical students of MSU (traditional curriculum). Main Outcome Measures: Comparison of computer ownership and literacy, and Internet usage among students in PBL and traditional curricula. Results: There was a high degree of computer literacy and ownership in both settings. The number of PBL students using word processing software was significantly higher (AGU 70.9% vs. MSU 34.7%; p < 0.05). The commonest Internet use was e-mail to chat with friends (> 90% in both institutions). Majority of the students obtained up to 40% of learning information online (MSU 93.9% vs. AGU 74.2%; p < 0.01). There was a significant increase from year 2-4 in the number of AGU undergraduates getting 40-60% of learning information online (p < 0.01). Access to original scientific literature as evidenced by websites visited and usage of Adobe Acrobat Reader® was lower among PBL students (MSU 51% vs. AGU 23.2%; p < 0.05). Conclusion: For appropriate utilization of IT as an enriching PBL tool, more careful planning, integration and adequate guidance of the students with emphasis on content is needed.