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Hu X, Li J, Wang X, Guo K, Liu H, Yu Q, Kuang G, Zhang S, Liu L, Lin Z, Huang Y, Xiong N. Medical education challenges in Mainland China: An analysis of the application of problem-based learning. MEDICAL TEACHER 2024:1-16. [PMID: 39073879 DOI: 10.1080/0142159x.2024.2369238] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Accepted: 06/13/2024] [Indexed: 07/31/2024]
Abstract
BACKGROUND The medical education system in mainland China faces numerous challenges and the lack of learner-centered approaches may contribute to passive learning and reduced student engagement. While problem-based learning (PBL) is common in Western medical schools, its feasibility in China is questioned due to cultural differences. This systematic review aims to summarize the application of PBL in medical education in mainland China based on existing literature, as well as to identify the challenges and opportunities encountered in its implementation. METHODS A systematic literature review was conducted using electronic databases, including MEDLINE, Cochrane Library, EMBASE, Web of Science, Wan fang and CNKI databases. Grey literature sources were explored using Google Scholar. The search was limited to articles that include at least one English abstract up to May 1st, 2023. The inclusion criteria were studies that reported the use of PBL in medical education in mainland China. RESULTS A total of 21 articles were included in the final analysis. The findings indicate that PBL is a well-adopted and effective learning method in most medical education, especially for developing critical thinking, problem-solving, and teamwork skills. However, the application of PBL in mainland China is limited due to various challenges, including faculty resistance, inadequate resources and cultural barriers. To effectively address these challenges, it is essential to provide faculty training, develop appropriate assessment methods to evaluate student progress within the PBL framework and create conducive spaces and resources that support collaborative learning and critical thinking. CONCLUSION The utilization of PBL in mainland China holds potential for enhancing medical education. However, its successful implementation requires significant efforts to address the identified challenges. It is crucial to engage stakeholders in a collaborative effort to promote the application of PBL and ultimately improve the quality of medical education in mainland China.
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Affiliation(s)
- Xinyu Hu
- Department of Neurology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Hubei, China
| | - Jingwen Li
- Department of Neurology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Hubei, China
| | - Xinyi Wang
- Department of Neurology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Hubei, China
| | - Kexin Guo
- Department of Ophtalmology, The First Affliated Hospital of Zhengzhou University, Zhengzhou, China
| | - Hanshu Liu
- Department of Neurology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Hubei, China
| | - Qinwei Yu
- Department of Cardiology, Wuhan Red Cross Hospital, Hubei, China
| | - Guiying Kuang
- Department of Neurology, Wuhan Red Cross Hospital, Hubei, China
| | - Shurui Zhang
- Department of Neurology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Hubei, China
| | - Long Liu
- Department of Neurology, Wuhan Red Cross Hospital, Hubei, China
| | - Zhicheng Lin
- Laboratory of Psychiatric Neurogenomics, McLean Hospital, Harvard Medical School Belmont, USA
| | - Yaling Huang
- Department of Pediatrics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Hubei, China
| | - Nian Xiong
- Department of Neurology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Hubei, China
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Kumar Meena J, Verma A, Mathur M, Kaur M, Chhawal N. Imparting child nutritional assessment skills among medical students using hybrid problem-based learning approach in a community setting. Med J Armed Forces India 2024; 80:320-326. [PMID: 38800005 PMCID: PMC11117012 DOI: 10.1016/j.mjafi.2022.06.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Accepted: 06/20/2022] [Indexed: 11/18/2022] Open
Abstract
Background Malnutrition affects up to a third of children in India, with severe and acute malnutrition prevalent among under five children. Nutritional assessment skills for detecting malnutrition in children in primary care settings are vital. Hybrid problem-based learning (HPBL) is an innovative, collaborative, and adaptable instructional learning strategy that can be used to teach medical students clinical skills in a community setting. Methods A two-month quasi-experimental study was undertaken in a rural setting with third-year medical students. Faculty members were sensitized and subject experts developed a training module addressing the knowledge, attitude, communication, and practice domains. The students underwent a 3-week training module where pre-testing, case presentation, and group formation in first week, an anchoring lecture, tutorial and self-directed learning and role-play by students in subsequent week, and in last week, case discussion, post-testing, and feedback rounds were done. Results In all domains, knowledge (3.8, 0.01), practice (4.3, 0.01), attitude and communication (3.7, 0.01), and proportional satisfactory responses, the HPBL approach resulted in a significant improvement in nutritional assessment competency. Teachers preferred the practical and engaging character of the approach, stating that doubts and questions were better addressed and that they would use it to teach similar topics. Conclusion HPBL is an excellent teaching method for clinical skills, like nutritional assessment in simulated/field settings. The novel teaching-learning approach was well received by students and faculty members. Learning outcomes and satisfaction rates enhanced in students and faculty were encouraged to apply the approach to other topics.
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Affiliation(s)
- Jitendra Kumar Meena
- Assistant Professor, Preventive Oncology, National Cancer Institute (NCI) Jhajjar, AIIMS, New Delhi, India
| | - Anjana Verma
- Associate Professor (Community Medicine), Geetanjali Medical College & Hospital, Udaipur, Rajasthan, India
| | - Medha Mathur
- Associate Professor (Community Medicine), Geetanjali Medical College & Hospital, Udaipur, Rajasthan, India
| | - Manjinder Kaur
- Professor & Head (Physiology), Geetanjali Medical College & Hospital, Udaipur, Rajasthan, India
| | - Neha Chhawal
- Resident (Biochemistry), Pt. B D Sharma, Post Graduate Institute of Medical Sciences (PGIMS), Rohtak, Haryana, India
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Wei X, Xu T, Guo R, Tan Z, Xin W. Physiology education in China: the current situation and changes over the past 3 decades. BMC MEDICAL EDUCATION 2024; 24:408. [PMID: 38609894 PMCID: PMC11015638 DOI: 10.1186/s12909-024-05395-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Accepted: 04/04/2024] [Indexed: 04/14/2024]
Abstract
OBJECTIVE As an experimental biological science, physiology has been taught as an integral component of medical curricula for a long time in China. The teaching effectiveness of physiology courses will directly affect students' learning of other medical disciplines. The purpose of this study is to investigate the current situation and changes in physiology teaching over 30 years in Chinese medical schools. METHODS National survey was conducted online on the platform SoJump via WeChat and the web. The head of the physiology department in medical school was asked to indicate the information of physiology education from three periods: 1991-2000, 2001-2010, and 2011-2020. The responses of 80 leaders of the Department of Physiology from mainland Chinese medical schools were included in the study for analysis. RESULTS The survey showed that the class hours, both of theory and practice, had been decreased. During the past 20 years, the total number of physiology teachers, the number of physiology teachers who had been educated in medical schools, and the number of technicians had been reduced, whereas teachers with doctor's degrees had been increased. In addition to traditional didactic teaching, new teaching approaches, including problem-based learning/case-based learning/team-based learning, integrated curriculum and formative evaluation systems, had been employed, mostly for more than 5 years, in some medical schools. CONCLUSION The present study has provided historical data regarding the current status of physiology education in China and that in the past thirty years by showing that physiology education in China has developed quickly,even it faces many challenges.
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Affiliation(s)
- Xuhong Wei
- Department of Physiology, Zhongshan School of Medicine, Science and Technology Building, Sun Yat-Sen University, East Wing, 74 Zhongshan Road 2, Guangzhou, 510080, Guangdong, People's Republic of China
| | - Ting Xu
- Department of Physiology, Zhongshan School of Medicine, Science and Technology Building, Sun Yat-Sen University, East Wing, 74 Zhongshan Road 2, Guangzhou, 510080, Guangdong, People's Republic of China
| | - Ruixian Guo
- Department of Physiology, Zhongshan School of Medicine, Science and Technology Building, Sun Yat-Sen University, East Wing, 74 Zhongshan Road 2, Guangzhou, 510080, Guangdong, People's Republic of China
| | - Zhi Tan
- Department of Physiology, Zhongshan School of Medicine, Science and Technology Building, Sun Yat-Sen University, East Wing, 74 Zhongshan Road 2, Guangzhou, 510080, Guangdong, People's Republic of China.
| | - Wenjun Xin
- Department of Physiology, Zhongshan School of Medicine, Science and Technology Building, Sun Yat-Sen University, East Wing, 74 Zhongshan Road 2, Guangzhou, 510080, Guangdong, People's Republic of China.
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Ren S, Li Y, Pu L, Feng Y. Effects of problem-based learning on delivering medical and nursing education: A systematic review and meta-analysis of randomized controlled trials. Worldviews Evid Based Nurs 2023; 20:500-512. [PMID: 37280784 DOI: 10.1111/wvn.12663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Revised: 04/25/2023] [Accepted: 05/14/2023] [Indexed: 06/08/2023]
Abstract
BACKGROUND There is still a lack of high-level evidence on the effects of problem-based learning (PBL) in general medical and nursing education. AIMS We aimed to summarize current evidence on the effects of PBL in delivering medical and nursing education from randomized controlled trials (RCTs). METHODS A systematic search was performed in MEDLINE, EMBASE, Cochrane Central Library, and CINAHL Complete. RCTs that assessed the effects of a PBL module in delivering medical education were eligible. Outcomes included knowledge, performance, and satisfaction. The risk of bias was assessed according to Cochrane handbook guidelines. Standardized mean differences with 95% confidence intervals of each outcome between PBL and control groups were pooled using a random-effects model. RESULTS In all, 22 RCTs with 1969 participants were included. Both pooled analyses of changes in scores compared with baseline and absolute post-interventional scores favored PBL module in knowledge and performance. The satisfaction degree was also higher in participants receiving PBL methods. Publication bias might exist in satisfaction; however, not in knowledge and performance. Eleven of the 22 studies were assessed as having a high risk of bias. LINKING EVIDENCE TO ACTION Compared with traditional lecture-based modules, PBL delivered medical education in different medical science specialities more efficiently from both theoretical knowledge and practice skill perspectives. The feedback from participants receiving PBL methods was more positive than that from those receiving traditional methods. However, the high heterogeneity and low quality of the included studies prevented drawing definite conclusions.
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Affiliation(s)
- Song Ren
- Department of Nephrology, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, China
| | - Yi Li
- Department of Nephrology, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, China
| | - Lei Pu
- Department of Nephrology, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, China
| | - Yunlin Feng
- Department of Nephrology, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, China
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Solano J, Zuniga Gutierrez M, Pinel-Guzmán E, Henriquez G. Barriers and Solutions to Successful Problem-Based Learning Delivery in Developing Countries - A Literature Review. Cureus 2023; 15:e43187. [PMID: 37692650 PMCID: PMC10485879 DOI: 10.7759/cureus.43187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/09/2023] [Indexed: 09/12/2023] Open
Abstract
Problem-based learning (PBL) was introduced in the 1960s as an alternative to traditional teacher-centered and discipline-based preclinical medical education. A literature review was conducted to explore the barriers and solutions to successful PBL uptake and delivery in developing countries. The review involved the search of articles and scientific studies on PubMed, The Lancet, and Scielo. The review focused on the medical education literature, using as a primary search criterion "problem-based learning" in combination with "developing countries" and "education". The search was limited to articles in Spanish and English published between 2011 and November 2021, except for three articles due to their relevance to the subject. Faculty development programs are the cornerstone when implementing a new methodology in developing countries. Early career development, PBL methodology, and the available assessment options should be the primary learning objectives of these programs. Stakeholders will need to plan using available resources following the experience of other countries and institutions encouraging collaborative development. Evaluation and assessment will be crucial to understand the impact of PBL, and considerations should be taken to implement an integrated curriculum. Medical Education Research should be encouraged, appraised, and disseminated to improve evidence-based decision-making, creating a constant development cycle. PBL is innovative and represents many unanswered questions that will develop in the following decade as more schools implement new methodologies and Research on PBL.
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Affiliation(s)
- Jhiamluka Solano
- Cardiology, Scunthorpe General Hospital, North Lincolnshire, GBR
- Research and Development, Asociación de Educación Médica Hondureña, Tegucigalpa, HND
| | | | | | - Génesis Henriquez
- Medicine, Universidad Nacional Autónoma de Honduras, Tegucigalpa, HND
- Medicine, Asociación de Educación Médica Hondureña, Tegucigalpa, HND
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Van Haute M, Monzon JD. Examination performance with flipped classroom as instructional strategy in the carbohydrate metabolism course unit at a Philippine medical school: Estimation of average treatment effect from observational data. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:428-438. [PMID: 37148496 DOI: 10.1002/bmb.21740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 04/03/2023] [Accepted: 04/18/2023] [Indexed: 05/08/2023]
Abstract
While the innovativeness of the flipped classroom (FC) approach promotes active participation and higher-order thinking among students, there are concerns about its effectiveness in terms of knowledge retention. Currently, there are no studies involving medical school biochemistry that evaluate this aspect of effectiveness. Thus, we conducted a historical control study that analyzed observational data from two freshman batches of the Doctor of Medicine program in our institution. Class 2021 (n = 250) served as the traditional lecture (TL) group while Class 2022 (n = 264) served as the FC group. Data on relevant observed covariates (age, sex, National Medical Admission Test or NMAT score, undergraduate degree) and the outcome variable (carbohydrate metabolism course unit examination percentage scores, as indicator of knowledge retention) were included in the analysis. Propensity scores were calculated using logit regression conditional on these observed covariates. Afterwards, 1:1 nearest-neighbor propensity score matching (PSM) was performed to produce an estimated average treatment effect (ATE) measure afforded by FC (as adjusted mean difference in examination scores between the two batches), balancing on the covariates. Nearest-neighbor matching using the calculated propensity scores effectively balanced the two groups (standardized bias <10%), producing 250 matched student-pairs that received either TL or FC. Following PSM, the FC group was found to have a significantly higher adjusted mean examination score compared to the TL group (adjusted mean difference = 5.62%, 95% CI: 2.54%, 8.72%; p < 0.001). Using this approach, we were able to demonstrate benefit of FC over TL in terms of knowledge retention, as reflected by the estimated ATE.
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Affiliation(s)
- Michael Van Haute
- Department of Biochemistry, De La Salle Medical and Health Sciences Institute-College of Medicine, Dasmariñas, Philippines
| | - Jan David Monzon
- Department of Biochemistry, De La Salle Medical and Health Sciences Institute-College of Medicine, Dasmariñas, Philippines
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Berg C, Philipp R, Taff SD. Scoping Review of Critical Thinking Literature in Healthcare Education. Occup Ther Health Care 2023; 37:18-39. [PMID: 33571065 DOI: 10.1080/07380577.2021.1879411] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
Critical thinking is the process of analyzing and evaluating thinking to make decisions. Critical thinking exposes assumptions, biases, and beliefs that influence clinical reasoning. This scoping review sought to explore instructional approaches for advancing students' critical thinking in healthcare education. Through analysis of 15 articles, no common definition of critical thinking emerged, nor consensus found on measurement or instructional methods. Some alternative instructional methods such as case-based learning, reflective guided questions, and multiple case exposures, when compared to lecture, did significantly impact learner critical thinking. To determine if critical thinking is an instructional method that would impact implicit biases and healthcare outcomes, five author recommendations are offered from gaps in the existing literature to provide a pathway for future research. To effectively prepare students for clinical practice, long term outcomes are necessary to assess if critical thinking skills can be taught and become part of a professional growth mindset.
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Affiliation(s)
- Christine Berg
- Program in Occupational Therapy, Washington University, St. Louis, MO, USA
| | - Rachel Philipp
- Program in Occupational Therapy, Washington University, St. Louis, MO, USA
| | - Steven D Taff
- Program in Occupational Therapy, Washington University, St. Louis, MO, USA
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Zhang X, Zhang G, Liu J, Song X, Li M, Zhang Y, Hao J, Wang C, Li H. Cross-sectional study of the quality of randomized control trials on problem-based learning in medical education. Clin Anat 2023; 36:151-160. [PMID: 36349397 DOI: 10.1002/ca.23977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Revised: 10/24/2022] [Accepted: 11/04/2022] [Indexed: 11/11/2022]
Abstract
Problem-based learning (PBL) is increasingly being used in medical education globally, but its effectiveness in teaching remains controversial. A randomized controlled trial (RCT) is the method of choice for evaluating its effectiveness. The quality of an RCT has a significant effect on this evaluation, but to date we have not seen an assessment of the quality of RCTs for PBL. Two researchers searched MEDLINE and EMBASE for RCTs addressing PBL in medical education. The overall quality of each report was measured on a 28-point overall quality score (OQS) based on the 2010 revised Comprehensive Standards for Reporting and Testing (CONSORT) Statement. Furthermore, to study the key factors affecting OQS more effectively, a linear regression model of those factors was established using SPSS. After literature screening, 30 RCTs were eventually included and analyzed. The median OQS was 15 (range, 7-20), which meant that half of the items in the revised 2010 CONSORT statement were poorly reported in at least 40% of the RCTs analyzed. The regression model showed that the year of publication of RCTs and the impact factors of the journals in which they were published were the main factors affecting OQS. The overall quality of reporting of RCTs on PBL teaching in medical education was not satisfactory. Some RCTs were subjectively selective in reporting certain items, leading to heterogeneity in quality. It is expected that statisticians will develop new standards more suitable for evaluating RCTs related to teaching research and that editors and peer reviewers will be required to review the relevant RCTs more strictly.
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Affiliation(s)
- Xiaoli Zhang
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Guanran Zhang
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Jing Liu
- Department of Biostatistics, School of Public Health, Shandong University, Jinan, China
| | - Xinyi Song
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Manyu Li
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Yuhua Zhang
- Information-based Teaching Research Center, School of Basic Medical Sciences, Shandong University, Jinan, China
| | - Jing Hao
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Chuanzheng Wang
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Han Li
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
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Lopes RM, Hauser-Davis RA, Oliveira MM, Pierini MF, de Souza CAM, Cavalcante ALM, Santos CRD, Comarú MW, da Fonseca Tinoca LA. Principles of problem-based learning for training and professional practice in ecotoxicology. THE SCIENCE OF THE TOTAL ENVIRONMENT 2020; 702:134809. [PMID: 31715393 DOI: 10.1016/j.scitotenv.2019.134809] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2019] [Revised: 09/27/2019] [Accepted: 10/02/2019] [Indexed: 06/10/2023]
Abstract
Problem-based learning (PBL) is a protagonist of constructivism widely used successfully in higher education. PBL is a learner-centered instructional and curricular approach that can use real problems for the development of the teaching and learning process. On the other hand, the complexity of knowledge of Ecotoxicology, as well as the importance of this field for Environmental Health and society demand reflections and proposals for the training of professionals who work in this field. Therefore, in accordance with the principles of PBL, this strategy can effectively contribute to the training and professional practice of ecotoxicologists. We report herein the importance of the principles of PBL for the training of ecotoxicologists, including the discussion of a case study using fish biomarkers for the development of this teaching strategy. Teaching ecotoxicology through PBL principles allowed students to develop several advantages for Ecotoxicology training through the discussion of an authentic, real life problem that engaged them in its discussion, functioning as a stimulus for learning. The students were able to develop laboratory skills, group work competences, understand basic concepts and fundamentals of Ecotoxicology and become empowered regarding skills and competences for future practice.
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Affiliation(s)
- Renato Matos Lopes
- Laboratório de Comunicação Celular, Instituto Oswaldo Cruz, Fundação Oswaldo Cruz, CEP 21045-900 Rio de Janeiro, RJ, Brazil; Instituto de Educação da Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal.
| | - Rachel Ann Hauser-Davis
- Laboratório de Avaliação e Promoção da Saúde Ambiental, Instituto Oswaldo Cruz, Fundação Oswaldo Cruz, CEP 21045-900 Rio de Janeiro, RJ, Brazil
| | - Manildo Marcião Oliveira
- Laboratório de Ecotoxicologia e Microbiologia Ambiental, Instituto Federal Fluminense, CEP: 28909-971 Cabo Frio, RJ, Brazil
| | - Max Fonseca Pierini
- Laboratório de Comunicação Celular, Instituto Oswaldo Cruz, Fundação Oswaldo Cruz, CEP 21045-900 Rio de Janeiro, RJ, Brazil
| | | | - Ana Luiza Michel Cavalcante
- Centro de Estudos da Saúde do Trabalhador e Ecologia Humana, Escola Nacional de Saúde Pública Sérgio Arouca, Fundação Oswaldo Cruz, CEP 21045-900 Rio de Janeiro, RJ, Brazil
| | - Carlucio Rocha Dos Santos
- Instituto de Bioquímica Médica Leopoldo de Meis, Universidade Federal do Rio de Janeiro, CEP: 21941-902 Rio de Janeiro, RJ, Brazil
| | - Michele Waltz Comarú
- Laboratório de Comunicação Celular, Instituto Oswaldo Cruz, Fundação Oswaldo Cruz, CEP 21045-900 Rio de Janeiro, RJ, Brazil; Instituto Federal do Rio de Janeiro, Campus Mesquita, CEP: 26551-470 Rio de Janeiro, RJ, Brazil
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More VR, Singh G, Patwardhan K. Introducing Hybrid Problem-Based Learning Modules in Ayurveda Education: Results of an Exploratory Study. J Altern Complement Med 2020; 26:130-137. [DOI: 10.1089/acm.2019.0293] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Affiliation(s)
- Varsha Raghunath More
- Department of Kriya Sharir, Faculty of Ayurveda, Institute of Medical Sciences, Banaras Hindu University, Varanasi, India
| | - Girish Singh
- Division of Biostatistics, Department of Community Medicine, Institute of Medical Sciences, Banaras Hindu University, Varanasi, India
| | - Kishor Patwardhan
- Department of Kriya Sharir, Faculty of Ayurveda, Institute of Medical Sciences, Banaras Hindu University, Varanasi, India
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Jiménez-Saiz R, Rosace D. Is hybrid-PBL advancing teaching in biomedicine? A systematic review. BMC MEDICAL EDUCATION 2019; 19:226. [PMID: 31234856 PMCID: PMC6591981 DOI: 10.1186/s12909-019-1673-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2019] [Accepted: 06/17/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND The impact of instructional guidance on learning outcomes in higher biomedical education is subject of intense debate. There is the teacher-centered or traditional way of teaching (TT) and, on the other side, the notion that students learn best under minimal guidance such as problem-based learning (PBL). Although the benefits of PBL are well-known, there are aspects susceptible to improvement. Hence, a format merging TT and PBL (hybrid-PBL, h-PBL) may advance education in biomedical sciences. METHODS Studies that employed h-PBL in higher biomedical education compared to TT and/or pure PBL were systematically reviewed. Specifically, this review addressed the following question: does h-PBL in biomedical sciences result in superior marks and a better student's perception of the teaching and learning process? RESULTS We found that the use of h-PBL in higher biomedical sciences was superior compared to TT and pure-PBL. This was evidenced by the higher performance of the students in h-PBL as well as the level of student's satisfaction as compared to TT or pure PBL. CONCLUSIONS These findings encourage more research on investigating the pedagogical benefits of h-PBL. In addition, these data support an eclectic system in which the pedagogical tools from TT and PBL are used cooperatively in the best interest of the education and satisfaction of the students.
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Affiliation(s)
- Rodrigo Jiménez-Saiz
- Department of Biochemistry and Molecular Biology, Chemistry School, Complutense University, Ciudad Universitaria s/n, 28040 Madrid, Spain
- McMaster Immunology Research Centre (MIRC), Department of Pathology and Molecular Medicine, McMaster University, Hamilton, ON Canada
| | - Domenico Rosace
- McMaster Immunology Research Centre (MIRC), Department of Pathology and Molecular Medicine, McMaster University, Hamilton, ON Canada
- Epitranscriptomic and Cancer Lab, Cancer Research Center (CIC), Miguel de Unamuno University, 37007 Salamanca, Spain
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Ho CM, Wang JY, Yeh CC, Wu YM, Ho MC, Hu RH, Lee PH. Efficient undergraduate learning of liver transplant: building a framework for teaching subspecialties to medical students. BMC MEDICAL EDUCATION 2018; 18:161. [PMID: 29973216 PMCID: PMC6032785 DOI: 10.1186/s12909-018-1267-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/10/2018] [Accepted: 06/21/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Liver recipients may develop various diseases after transplant. However, because of inadequate study of liver transplant during undergraduate education, the quality of post-transplant care provided to these patients remains suboptimal. Herein, we introduce an innovative and integrated multimodal pedagogical approach to effectively disseminate key information regarding liver transplant to undergraduate students. The goal is to examine this approach through students' assessment in multiple dimensions. METHODS This prospective observational study evaluated student reactions to our pedagogical approach. Fifth-year medical students during the academic year 2015-2016 attended a 2-h session on what nontransplant doctors should know about liver transplants. The pedagogical strategy consisted of an online preclass self-learning exercise, an in-class interactive discussion (facilitated by the class teacher who is a liver transplant specialist to avoid distractions within the short-time frame), and a postclass essay assignment (to integrate and apply concepts). After the class, questionnaires were distributed to individual students to collect data, if returned, concerning the students' learning experience and feedback to improve teaching quality. Descriptive statistics, Mann-Whitney U tests, chi-squared tests, and McNemar's tests were used to analyze quantitative data. Qualitative data were content-coded through a descriptive approach using thematic analysis. RESULTS Of the 266 attendees, 263 (98.9%) completed the questionnaires and 182 (69.2%) provided comments. Student feedback indicated they "felt better" and "more satisfied" compared with problem-based learning (PBL) (51.0 and 63.1%, respectively) or large-lecture class (92.0 and 88.6%, respectively) approaches. Regarding confidently managing liver transplant patients in future, 80 (30.4%) and 246 (93.5%) students expressed preclass and postclass confidence, respectively (p < 0.001). The bell curve of the postclass self-assessment score of learning shifted toward right and became steeper compared with that of the preclass score (p < 0.001), suggesting students acquired considerable knowledge. The course was typically perceived to be cost-effective, practical, tension-free, and student-friendly. CONCLUSION This pedagogical approach effectively propagated knowledge concerning liver transplant to medical students, who expressed considerable satisfaction with the approach.
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Affiliation(s)
- Cheng-Maw Ho
- Department of Surgery, National Taiwan University Hospital, 7 Chung-Shan South Road, Taipei, 100 Taiwan
- College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Jann-Yuan Wang
- College of Medicine, National Taiwan University, Taipei, Taiwan
- Department of Internal Medicine, National Taiwan University Hospital, Taipei, Taiwan
| | - Chi-Chuan Yeh
- Department of Surgery, National Taiwan University Hospital, 7 Chung-Shan South Road, Taipei, 100 Taiwan
- Department of Medical Education, National Taiwan University Hospital, Taipei, Taiwan
| | - Yao-Ming Wu
- Department of Surgery, National Taiwan University Hospital, 7 Chung-Shan South Road, Taipei, 100 Taiwan
- College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Ming-Chih Ho
- Department of Surgery, National Taiwan University Hospital, 7 Chung-Shan South Road, Taipei, 100 Taiwan
- College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Rey-Heng Hu
- Department of Surgery, National Taiwan University Hospital, 7 Chung-Shan South Road, Taipei, 100 Taiwan
- College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Po-Huang Lee
- Department of Surgery, National Taiwan University Hospital, 7 Chung-Shan South Road, Taipei, 100 Taiwan
- College of Medicine, National Taiwan University, Taipei, Taiwan
- Department of Surgery, E-Da Hospital, I-Shou University, Kaohsiung, Taiwan
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Fan C, Jiang B, Shi X, Wang E, Li Q. Update on research and application of problem-based learning in medical science education. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2018; 46:186-194. [PMID: 29285857 DOI: 10.1002/bmb.21105] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2017] [Accepted: 12/09/2017] [Indexed: 05/21/2023]
Abstract
Problem-based learning (PBL) is a unique form of pedagogy dedicated to developing students' self-learning and clinical practice skills. After several decades of development, although applications vary, PBL has been recognized all over the world and implemented by many medical schools. This review summarizes and updates the application and study of PBL in medical education through the literature published between 1993 and early 2017. It focuses on understanding real medical PBL courses and ways to improve PBL to achieve better learning outcomes. PBL aims to develop lifelong skills to solve practical problems rather than limiting learning to theoretical knowledge. To achieve this goal, strict and reasonable procedures need to be designed and implemented. Rigorous monitoring and timely feedback and evaluation are indispensable to constant improvements and perfecting of the process. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(2):186-194, 2018.
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Affiliation(s)
- Chuifeng Fan
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Biying Jiang
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Xiuying Shi
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Enhua Wang
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Qingchang Li
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
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Ibrahim ME, Al-Shahrani AM, Abdalla ME, Abubaker IM, Mohamed ME. The Effectiveness of Problem-based Learning in Acquisition of Knowledge, Soft Skills During Basic and Preclinical Sciences: Medical Students' Points of View. Acta Inform Med 2018; 26:119-124. [PMID: 30061784 PMCID: PMC6029903 DOI: 10.5455/aim.2018.26.119-124] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Background: Students’ opinions about their medical curriculum is essential process for evaluating program strength and weakness. Aim: We aimed to assess the benefits and effectiveness of PBL in acquisition of knowledge and soft skills during basic (Phase I) and preclinical (Phase II) sciences. Methods: Across-sectional study was conducted at the University of Bisha, College of Medicine, Saudi Arabia. Students at Phase I and Phase II were involved. A validated self-administered questionnaire used for data collection. Responses to the questionnaire items regarding PBL benefits, preferences and effectiveness in acquisition of knowledge and soft skills were ordinal following a four-point Likert scale format. Independent and paired t tests were used to compare between the means and SD of each two variables. A p value ≤ 0.05 considered as statistically significant. Results: Most of students (86.3%) reported a positive perception on all the items assessing the benefits of PBL approach. Students’ responses on PBL relating to the acquisition of knowledge (3.27±0.46) and soft skill (3.32±0.45) were high. There were no significant differences determined in the mean score and SD of acquisition of knowledge (p=0.768) and soft skills (p=0.297) between second and third year students. PBL was preferred in Phase II comparable to Phase I modules (3.371±0.299 vs. 3.026±0.627; p=0.001). Conclusion: Effectiveness of PBL found to be high and increasing after taking a series of modules. Although PBL methodology has impact in acquisition of knowledge and skills, intended program outcome should be determined to assess the effects of PBL.
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Affiliation(s)
- Mutasim E Ibrahim
- Departments of Microbiology and Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Abdullah M Al-Shahrani
- Department of Family Medicine, Dean of the College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Mohamed E Abdalla
- College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
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Zhang X, Shao M, Gao L, Zhao Y, Sun Z, Zhou L, Yan Y, Shao Q, Xu W, Qian H. A comprehensive experiment for molecular biology: Determination of single nucleotide polymorphism in human REV3 gene using PCR-RFLP. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2017; 45:299-304. [PMID: 28145107 DOI: 10.1002/bmb.21037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2016] [Revised: 10/31/2016] [Accepted: 11/29/2016] [Indexed: 06/06/2023]
Abstract
Laboratory exercise is helpful for medical students to understand the basic principles of molecular biology and to learn about the practical applications of molecular biology. We have designed a lab course on molecular biology about the determination of single nucleotide polymorphism (SNP) in human REV3 gene, the product of which is a subunit of DNA polymerase ζ and SNPs in this gene are associated with altered susceptibility to cancer. This newly designed experiment is composed of three parts, including genomic DNA extraction, gene amplification by PCR, and genotyping by RFLP. By combining these activities, the students are not only able to learn a series of biotechniques in molecular biology, but also acquire the ability to link the learned knowledge with practical applications. This comprehensive experiment will help the medical students improve the conceptual understanding of SNP and the technical understanding of SNP detection. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):299-304, 2017.
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Affiliation(s)
- Xu Zhang
- Department of Molecular Biology and Diagnostics, School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, 212013, China
- Jiangsu Key Laboratory of Medical Science and Laboratory Medicine, Zhenjiang, Jiangsu, China
| | - Meng Shao
- Jiangsu Key Laboratory of Medical Science and Laboratory Medicine, Zhenjiang, Jiangsu, China
| | - Lu Gao
- Experimental Teaching Center, School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China
| | - Yuanyuan Zhao
- Experimental Teaching Center, School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China
| | - Zixuan Sun
- Department of Molecular Biology and Diagnostics, School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, 212013, China
| | - Liping Zhou
- Department of Molecular Biology and Diagnostics, School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, 212013, China
| | - Yongmin Yan
- Department of Molecular Biology and Diagnostics, School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, 212013, China
- Jiangsu Key Laboratory of Medical Science and Laboratory Medicine, Zhenjiang, Jiangsu, China
| | - Qixiang Shao
- Jiangsu Key Laboratory of Medical Science and Laboratory Medicine, Zhenjiang, Jiangsu, China
| | - Wenrong Xu
- Jiangsu Key Laboratory of Medical Science and Laboratory Medicine, Zhenjiang, Jiangsu, China
| | - Hui Qian
- Department of Molecular Biology and Diagnostics, School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, 212013, China
- Jiangsu Key Laboratory of Medical Science and Laboratory Medicine, Zhenjiang, Jiangsu, China
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Peng R. Promoting active learning of graduate student by deep reading in biochemistry and microbiology pharmacy curriculum. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2017; 45:305-312. [PMID: 28059472 DOI: 10.1002/bmb.21038] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2016] [Revised: 09/08/2016] [Accepted: 11/07/2016] [Indexed: 06/06/2023]
Abstract
To promote graduate students' active learning, deep reading of high quality papers was done by graduate students enrolled in biochemistry and microbiology pharmacy curriculum offered by college of life science, Jiangxi Normal University from 2013 to 2015. The number of graduate students, who participated in the course in 2013, 2014, and 2015 were eleven, thirteen and fifteen, respectively. Through deep reading of papers, presentation, and group discussion in the lecture, these graduate students have improved their academic performances effectively, such as literature search, PPT document production, presentation management, specialty document reading, academic inquiry, and analytical and comprehensive ability. The graduate students also have increased their understanding level of frontier research, scientific research methods, and experimental methods. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):305-312, 2017.
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Affiliation(s)
- Ren Peng
- Department of Bioengineering, College of Life Science, Jiangxi Normal University, Nanchang, 330022, China
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17
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Carrió M, Agell L, Baños JE, Moyano E, Larramona P, Pérez J. Benefits of using a hybrid problem-based learning curriculum to improve long-term learning acquisition in undergraduate biology education. FEMS Microbiol Lett 2016; 363:fnw159. [DOI: 10.1093/femsle/fnw159] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/10/2016] [Indexed: 11/14/2022] Open
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18
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Wang Q, Li H, Pang W, Liang S, Su Y. Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research. BMC MEDICAL EDUCATION 2016; 16:2. [PMID: 26728028 PMCID: PMC4700604 DOI: 10.1186/s12909-015-0516-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2015] [Accepted: 12/15/2015] [Indexed: 05/12/2023]
Abstract
BACKGROUND Medical schools have been making efforts to develop their own problem-based learning (PBL) approaches based on their educational conditions, human resources and existing curriculum structures. This study aimed to explore a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context. METHODS A participatory research design was employed. Four educational psychology researchers, eight undergraduate medical school students and two accredited PBL tutors participated in a four-month research programme. Data were collected through participatory observation, focus groups, semi-structured interviews, workshop documents and feedback surveys and then subjected to thematic content analysis. The triangulation of sources and member checking were used to ensure the credibility and trustworthiness of the research process. RESULTS Five themes emerged from the analysis: current experience of PBL curriculum; the roles of and relationships between tutors and students; student group dynamics; development of self-directed learning; and coaching in PBL facilitation. On the basis of this empirical data, a systematic model of PBL and coaching psychology was developed. CONCLUSIONS The findings highlighted that coaching psychology could be incorporated into the facilitation system in PBL. The integrated framework of PBL and coaching psychology in undergraduate medical education has the potential to promote the development of the learning goals of cultivating clinical reasoning ability, lifelong learning capacities and medical humanity. Challenges, benefits and future directions for implementing the framework are discussed in this paper.
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Affiliation(s)
- Qing Wang
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
| | - Huiping Li
- Department of Respiratory Medicine, Shanghai Pulmonary Hospital, School of Medicine, Tongji University, Shanghai, China.
| | - Weiguo Pang
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
| | - Shuo Liang
- Department of Respiratory Medicine, Shanghai Pulmonary Hospital, School of Medicine, Tongji University, Shanghai, China.
| | - Yiliang Su
- Department of Respiratory Medicine, Shanghai Pulmonary Hospital, School of Medicine, Tongji University, Shanghai, China.
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Chilkoti G, Mohta M, Wadhwa R, Saxena AK, Sharma CS, Shankar N. Students' satisfaction to hybrid problem-based learning format for basic life support/advanced cardiac life support teaching. Indian J Anaesth 2016; 60:821-826. [PMID: 27942055 PMCID: PMC5125185 DOI: 10.4103/0019-5049.193669] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Background and Aims: Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students’ satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students. Methods: We conducted a questionnaire-based, cross-sectional survey among 118 1st-year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students’ satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students’ satisfaction levels between the two teaching methods. Data were collected and scores regarding the students’ satisfaction levels between these two teaching methods were analysed using a two-sided paired t-test. Results: Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method (P < 0.05). Conclusion: Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.
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Affiliation(s)
- Geetanjali Chilkoti
- Department of Anaesthesiology and Critical Care, University College of Medical Sciences and Guru Teg Bahadur Hospital, New Delhi, India
| | - Medha Mohta
- Department of Anaesthesiology and Critical Care, University College of Medical Sciences and Guru Teg Bahadur Hospital, New Delhi, India
| | - Rachna Wadhwa
- Department of Anaesthesiology and Critical Care, University College of Medical Sciences and Guru Teg Bahadur Hospital, New Delhi, India
| | - Ashok Kumar Saxena
- Department of Anaesthesiology and Critical Care, University College of Medical Sciences and Guru Teg Bahadur Hospital, New Delhi, India
| | - Chhavi Sarabpreet Sharma
- Department of Anaesthesiology and Critical Care, University College of Medical Sciences and Guru Teg Bahadur Hospital, New Delhi, India
| | - Neelima Shankar
- Department of Physiology, University College of Medical Sciences, New Delhi, India
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Zhang MY, Cheng X, Xu AD, Luo LP, Yang X. Clinical simulation training improves the clinical performance of Chinese medical students. MEDICAL EDUCATION ONLINE 2015; 20:28796. [PMID: 26478142 PMCID: PMC4609652 DOI: 10.3402/meo.v20.28796] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2015] [Revised: 09/23/2015] [Accepted: 09/24/2015] [Indexed: 05/28/2023]
Abstract
BACKGROUND Modern medical education promotes medical students' clinical operating capacity rather than the mastery of theoretical knowledge. To accomplish this objective, clinical skill training using various simulations was introduced into medical education to cultivate creativity and develop the practical ability of students. However, quantitative analysis of the efficiency of clinical skill training with simulations is lacking. METHODS In the present study, we compared the mean scores of medical students (Jinan University) who graduated in 2013 and 2014 on 16 stations between traditional training (control) and simulative training groups. In addition, in a clinical skill competition, the objective structured clinical examination (OSCE) scores of participating medical students trained using traditional and simulative training were compared. The data were statistically analyzed and qualitatively described. RESULTS The results revealed that simulative training could significantly enhance the graduate score of medical students compared with the control. The OSCE scores of participating medical students in the clinical skill competition, trained using simulations, were dramatically higher than those of students trained through traditional methods, and we also observed that the OSCE marks were significantly increased for the same participant after simulative training for the clinical skill competition. CONCLUSIONS Taken together, these data indicate that clinical skill training with a variety of simulations could substantially promote the clinical performance of medical students and optimize the resources used for medical education, although a precise analysis of each specialization is needed in the future.
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Affiliation(s)
- Ming-ya Zhang
- Clinical Skills Comprehensive Training Center, The First Affiliated Hospital, Jinan University, Guangzhou, China
| | - Xin Cheng
- Division of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, China
| | - An-ding Xu
- The First Affiliated Hospital, Jinan University, Guangzhou, China
| | - Liang-ping Luo
- The First Affiliated Hospital, Jinan University, Guangzhou, China
| | - Xuesong Yang
- Division of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, China;
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Kulak V, Newton G. A guide to using case-based learning in biochemistry education. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2014; 42:457-73. [PMID: 25345695 DOI: 10.1002/bmb.20823] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2013] [Accepted: 09/07/2014] [Indexed: 05/26/2023]
Abstract
Studies indicate that the majority of students in undergraduate biochemistry take a surface approach to learning, associated with rote memorization of material, rather than a deep approach, which implies higher cognitive processing. This behavior relates to poorer outcomes, including impaired course performance and reduced knowledge retention. The use of case-based learning (CBL) into biochemistry teaching may facilitate deep learning by increasing student engagement and interest. Abundant literature on CBL exists but clear guidance on how to design and implement case studies is not readily available. This guide provides a representative review of CBL uses in science and describes the process of developing CBL modules to be used in biochemistry. Included is a framework to implement a directed CBL assisted with lectures in a content-driven biochemistry course regardless of class size. Moreover, this guide can facilitate adopting CBL to other courses. Consequently, the information presented herein will be of value to undergraduate science educators with an interest in active learning pedagogies.
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Affiliation(s)
- Verena Kulak
- Department of Human Health and Nutritional Sciences, University of Guelph, Ontario, N1G, 2W1, Canada
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Tian Y, Xiao W, Li C, Liu Y, Qin M, Wu Y, Xiao L, Li H. Virtual microscopy system at Chinese medical university: an assisted teaching platform for promoting active learning and problem-solving skills. BMC MEDICAL EDUCATION 2014; 14:74. [PMID: 24712715 PMCID: PMC4000431 DOI: 10.1186/1472-6920-14-74] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2013] [Accepted: 04/03/2014] [Indexed: 05/05/2023]
Abstract
BACKGROUND Chinese medical universities typically have a high number of students, a shortage of teachers and limited equipment, and as such histology courses have been taught using traditional lecture-based formats, with textbooks and conventional microscopy. This method, however, has reduced creativity and problem-solving skills training in the curriculum. The virtual microscope (VM) system has been shown to be an effective and efficient educational strategy. The present study aims to describe a VM system for undergraduates and to evaluate the effects of promoting active learning and problem-solving skills. METHODS Two hundred and twenty-nine second-year undergraduate students in the Third Military Medical University were divided into two groups. The VM group contained 115 students and was taught using the VM system. The light microscope (LM) group consisted of 114 students and was taught using the LM system. Post-teaching performances were assessed by multiple-choice questions, short essay questions, case analysis questions and the identification of structure of tissue. Students' teaching preferences and satisfaction were assessed using questionnaires. RESULTS Test scores in the VM group showed a significant improvement compared with those in the LM group (p < 0.05). There were no substantial differences between the two groups in the mean score rate of multiple-choice questions and the short essay category (p > 0.05); however, there were notable differences in the mean score rate of case analysis questions and identification of structure of tissue (p < 0.05). The questionnaire results indicate that the VM system improves students' productivity and promotes learning efficiency. Furthermore, students reported other positive effects of the VM system in terms of additional learning resources, critical thinking, ease of communication and confidence. CONCLUSIONS The VM system is an effective tool at Chinese medical university to promote undergraduates' active learning and problem-solving skills as an assisted teaching platform.
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Affiliation(s)
- Yanping Tian
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
| | - Wengang Xiao
- College of Basic Medical Sciences, Third Military Medical University, Chongqing 400038, China
| | - Chengren Li
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
| | - Yunlai Liu
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
| | - Maolin Qin
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
| | - Yi Wu
- College of Basic Medical Sciences, Third Military Medical University, Chongqing 400038, China
| | - Lan Xiao
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
| | - Hongli Li
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
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Ibrahim NK, Banjar S, Al-Ghamdi A, Al-Darmasi M, Khoja A, Turkistani J, Arif R, Al-Sebyani A, Musawa AA, Basfar W. Medical students preference of problem-based learning or traditional lectures in King Abdulaziz University, Jeddah, Saudi Arabia. Ann Saudi Med 2014; 34:128-33. [PMID: 24894781 PMCID: PMC6074853 DOI: 10.5144/0256-4947.2014.128] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND AND OBJECTIVES Problem-based learning (PBL) is the most important educational innovations in the past 4 decades. The objective of the study was to compare between the preference of medical students for PBL and the preference for traditional lectures regarding learning outcomes (e.g., knowledge, attitude, and skills) gained from both methods. DESIGN AND SETTINGS A cross-sectional study was conducted among medical students who studied the hybrid curriculum (PBL and traditional lectures) in King Abdulaziz University, Jeddah, in 2011. METHODS Data was collected through a pre-constructed, validated, confidentially anonymous, and self-administered questionnaire. Students' perceptions toward PBL and traditional lectures were assessed through their response to 20 statements inquired about both methods of learning using a five-point Likert scale. Descriptive and analytic statistics were performed using SPSS, version 21 (SPSS Inc, Chicago, Ill., USA). RESULTS Learners preferred PBL more to traditional lectures for better linking the knowledge of basic and clinical sciences (t test=10.15, P < .001). However, no statistical significant difference (P > .05) was observed regarding the amount of basic knowledge recalled from both methods. Students preferred PBL more to lectures for better learning attitudes, skills, future outcomes, and learning satisfaction (P < .05). PBL motivates students to learn better than lecturing (P < .05). From students' opinion, the mean total skill gained from PBL (47.2 [10.6]) was much higher than that of lectures (33.0 [9.9]), and a highly statistical significant difference was observed (t test=20.9, P < .001). CONCLUSION Students preferred PBL more to traditional lectures for improving most of learning outcome domains, especially, learning attitudes and skills. Introducing hybrid-PBL curriculum in all Saudi universities is highly recommended.
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Affiliation(s)
- Nahla Khamis Ibrahim
- Department of the Family and Community Medicine, King Abdulaziz University, Jeddah, Saudi Arabia; Department of Epidemiology, High Institute of Public Health, Alexandria University, Alexandria, Egypt.
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