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Qu M, Hou Q, Yu C, Li X, Xia J, Dong Z. Application and evaluation of the hybrid "Problem-Based Learning" model based on "Rain Classroom" in experimental courses of medical molecular biology. Front Med (Lausanne) 2024; 11:1334919. [PMID: 39118661 PMCID: PMC11306937 DOI: 10.3389/fmed.2024.1334919] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Accepted: 07/11/2024] [Indexed: 08/10/2024] Open
Abstract
Background With the advancement of society, the cultivation of medical professionals equipped with solid theoretical knowledge, a strong sense of innovation, and critical thinking has become a crucial goal in the reform of medical higher education. Over recent years, the hybrid Problem-Based Learning (hPBL) model, a blend of Problem-Based Learning (PBL) and Lecture-Based Learning (LBL), has emerged as a novel approach in the medical education reform landscape of China. The application and efficacy of the hPBL model in medical experimental courses have piqued the interest of medical educators. The aim of this study was to appraise the application and effectiveness of the hPBL model in the experimental course of Medical Molecular Biology at Beihua University. Methods Utilizing the "Rain Classroom" platform, students from the Preventive Medicine and Medical Imaging programs were allocated to either the hPBL or LBL method for their Medical Molecular Biology experimental courses. The hPBL model's impact on students' performance was evaluated across four domains: experimental theory, experimental operation, experimental report, and practical application. Questionnaires were employed to gauge students' experiences and perceptions. Results The results indicated that the final assessment scores of the hPBL group were significantly superior to those of the LBL group. Moreover, the hPBL model effectively amplified students' self-learning capability, practical application skills, and communication competencies. Students expressed a high degree of satisfaction with this blended learning model. Conclusion The hPBL model, which amalgamates PBL and LBL, has demonstrated its effectiveness in medical education. Its implementation in the experimental course of Medical Molecular Biology at Beihua University yielded positive outcomes, enhancing students' performance and satisfaction levels. Consequently, it is recommended that the hPBL model be further promulgated in other medical experimental courses.
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Affiliation(s)
| | | | | | | | | | - Zhiheng Dong
- Department of Basic Medicine Experimental Teaching, School of Basic Medical Sciences, Beihua University, Jilin City, Jilin, China
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2
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Rashid MA. The emerging multipolar world order: Implications for medical education. MEDICAL TEACHER 2024:1-3. [PMID: 38994843 DOI: 10.1080/0142159x.2024.2377398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2024] [Accepted: 07/03/2024] [Indexed: 07/13/2024]
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de Andrade Gomes J, Braga LAM, Cabral BP, Lopes RM, Mota FB. Problem-Based Learning in Medical Education: A Global Research Landscape of the Last Ten Years (2013-2022). MEDICAL SCIENCE EDUCATOR 2024; 34:551-560. [PMID: 38887406 PMCID: PMC11180071 DOI: 10.1007/s40670-024-02003-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/05/2024] [Indexed: 06/20/2024]
Abstract
Background Problem-based learning (PBL) constructs a curriculum that merges theory and practice by employing clinical scenarios or real-world problems. Originally designed for the pre-clinical phase of undergraduate medicine, PBL has since been integrated into diverse aspects of medical education. Therefore, this study aims to map the global scientific landscape related to PBL in medical education in the last ten years. Methods We combined bibliometrics and network analysis to analyze the metadata of related research articles published between 2013 and 2022 and indexed in the Web of Science Core Collection. Results Our results show an annual publication rate of 9.42%. The two main journals disseminating research on this subject are BMC Medical Education and Medical Teacher. Education & Educational Research and Health Care Sciences & Services are the two most frequent research areas, and also the two most central nodes of the related network. The USA and China are the most publishing countries, while the Netherlands and Canada are the most collaborative. The Maastricht University holds the position of most publishing and collaborative research organization. The University of California ranks second in publications, while the University of Toronto is the second most central research organization. Conclusions Our study provides an overview of the last ten years of publications related to PBL and medical education, and we hope it can be of interest to educators, researchers, and students involved with this subject. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-024-02003-1.
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Affiliation(s)
- Jéssica de Andrade Gomes
- Laboratory of Cellular Communication, Oswaldo Cruz Institute, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil
| | - Luiza Amara Maciel Braga
- Laboratory of Cellular Communication, Oswaldo Cruz Institute, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil
| | - Bernardo Pereira Cabral
- Laboratory of Cellular Communication, Oswaldo Cruz Institute, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil
- Department of Economics, Federal University of Bahia, Salvador, Brazil
| | - Renato Matos Lopes
- Laboratory of Cellular Communication, Oswaldo Cruz Institute, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil
| | - Fabio Batista Mota
- Laboratory of Cellular Communication, Oswaldo Cruz Institute, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil
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Chan SCC, Gondhalekar AR, Choa G, Rashid MA. Adoption of Problem-Based Learning in Medical Schools in Non-Western Countries: A Systematic Review. TEACHING AND LEARNING IN MEDICINE 2024; 36:111-122. [PMID: 36444767 DOI: 10.1080/10401334.2022.2142795] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Accepted: 10/14/2022] [Indexed: 06/16/2023]
Abstract
Phenomenon: In recent decades, medical education practices developed in Western countries have been widely adopted in non-Western countries. Problem-based Learning (PBL) was first developed in North America and it relies on Western educational and cultural values, thereby raising concerns about its 'lift and shift' to non-Western settings. Approach: This review systematically identified and interpretively synthesized studies on students' and teachers' experiences of PBL in non-Western medical schools. Three databases (ERIC, PsycINFO, and MEDLINE) were searched. Forty-one articles were assessed for quality using the Critical Appraisal Skills Program (CASP) checklist and synthesized using meta-ethnography. The final synthesis represented over 5,400 participants from 18 countries. Findings: Findings were categorized into three different constructs: Student Engagement, Tutor Skills, and Organization and Planning. Our synthesis demonstrates that medical students and teachers in non-Western countries have varied experiences of PBL. Students engage variably with PBL, consider knowledge to be better acquired from authoritative figures, and deem PBL to be ineffective for assessment preparation. Student participation is limited by linguistic challenges when they are not native English speakers. Teachers are often unfamiliar with the underlying philosophical assumptions of PBL and struggle with the facilitation style needed. Both students and teachers have developed modifications to ensure that PBL better fits in their local settings. Insights: Given the significant adjustments and resource requirements needed to adopt PBL, medical school leaders and policy makers in non-Western countries should carefully consider possible consequences of its implementation for their students and teachers, and proactively consider ways to 'hybridize' it for local contexts.
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Affiliation(s)
- See Chai Carol Chan
- Centre for International Medical Education Collaborations, UCL Medical School, London, UK
| | | | - George Choa
- Centre for International Medical Education Collaborations, UCL Medical School, London, UK
| | - Mohammed Ahmed Rashid
- Centre for International Medical Education Collaborations, UCL Medical School, London, UK
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Kebaetse MB, Griffiths D, Mokone GG, Mogodi MS, Conteh BG, Nkomazana O, Wright J, Falama R, Kebaetse M. Sociocultural factors affecting first-year medical students' adjustment to a PBL program at an African medical school. BMC MEDICAL EDUCATION 2024; 24:277. [PMID: 38481223 PMCID: PMC10938797 DOI: 10.1186/s12909-024-05229-0] [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: 05/25/2023] [Accepted: 02/26/2024] [Indexed: 03/17/2024]
Abstract
BACKGROUND Besides regulatory learning skills, learning also requires students to relate to their social context and negotiate it as they transition and adjust to medical training. As such, there is a need to consider and explore the role of social and cultural aspects in student learning, particularly in problem-based learning, where the learning paradigm differs from what most students have previously experienced. In this article, we report on the findings of a study exploring first-year medical students' experiences during the first semester of an undergraduate problem-based learning medical program at an African medical school. METHOD We employed a qualitative case study approach using in-depth interviews with 23 first-year medical students. Participants ranged in age from 18 to 25 years. All students were bi/multilingual (some spoke three to five languages), with English as the learning language. We conducted an inductive thematic analysis to systematically identify and analyze patterns in the data using the Braun and Clarke framework. RESULTS Before medical school, students worked hard to compete for admission to medical school, were primarily taught using a teacher-centered approach, and preferred working alone. At the beginning of medical school, students found it challenging to understand the problem-based learning process, the role of the case, speaking and working effectively in a group, managing a heavy workload, and taking increased responsibility for their learning. By the end of the first semester, most students were handling the workload better, were more comfortable with their peers and facilitators, and appreciated the value of the problem-based learning approach. CONCLUSIONS Our study highlights the importance of interrogating contextual sociocultural factors that could cause tension when implementing problem-based learning in non-western medical schools. Adjustment to problem-based learning requires a conceptual and pedagogic shift towards learner-centered practice, particularly concerning self-direction, the role of the case, and collaborative learning. As such, there is a need to develop and implement research-informed learning development programs that enable students to reflect on their sociocultural beliefs and practices, and enhance their regulatory learning competence to optimize meaningful and early engagement with the problem-based learning process.
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Affiliation(s)
- Masego B Kebaetse
- Department of Medical Education, University of Botswana, Gaborone, Botswana.
| | - Dominic Griffiths
- Wits School of Education, University of the Witwatersrand, Witwatersrand, South Africa
| | - Gaonyadiwe G Mokone
- Department of Biomedical Sciences, University of Botswana, Gaborone, Botswana
| | - Mpho S Mogodi
- Department of Medical Education, University of Botswana, Gaborone, Botswana
| | - Brigid G Conteh
- Communication and Study Skill Unit, University of Botswana, Gaborone, Botswana
| | | | - John Wright
- Department of Biomedical Sciences, University of Botswana, Gaborone, Botswana
| | - Rosemary Falama
- Department of Medical Education, University of Botswana, Gaborone, Botswana
| | - Maikutlo Kebaetse
- Department of Biomedical Sciences, University of Botswana, Gaborone, Botswana
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Mohammed AB, Zegeye RT, Dawed HA, Tessema YM. Implementation of Problem-Based Learning in Undergraduate Medical Education in Ethiopia: An Exploratory Qualitative Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:105-119. [PMID: 38404356 PMCID: PMC10888017 DOI: 10.2147/amep.s443384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 02/11/2024] [Indexed: 02/27/2024]
Abstract
Background The poor quality of health professional education in Ethiopia, which was rooted in a traditional curriculum, has posed significant challenges for graduates in effectively addressing real-life health problems. In response, there has been curricular reform by adopting problem-based learning across Ethiopian medical schools. Given the dearth of literature on the topic and the significance of context in the effective implementation of problem-based learning, it is imperative to provide local institutional evidence to pinpoint critical intervention areas and support the effective implementation of problem-based learning. Methods A qualitative design based on in-depth, individual, semi-structured interviews was used to explore medical educators, program coordinators, and educational leader's experiences and perspectives on the problem-based learning implementation in health sciences education. A total of 24 participants recruited from five undergraduate health science programs participated in the study. All sessions were audio recorded and transcribed verbatim. Results were analyzed following a qualitative thematic analysis method. Results Analysis of the transcripts revealed three main themes, along with their corresponding subthemes. Within the first main theme, participants discussed the importance of integrating Problem-Based Learning into undergraduate medical programs and the educational benefits it brings to medical education. The second main theme explored issues related to challenges in implementing problem-based learning which include inadequate staff training, deficiencies in curricular design and governance, constraints in educational resources, and a lack of preparedness in the educational environment. The third theme deals with the strategic recommendations to address the challenges that contributed to the poor implementation of problem-based learning in undergraduate medical schools. Conclusion Our study has addressed several issues related to the implementation of Problem-Based Learning in Ethiopian Health Sciences Colleges. The study's findings have the potential to provide educational stakeholders and policymakers with essential information to strategize successful problem-based learning implementation in undergraduate medical schools.
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Affiliation(s)
- Ali Beyene Mohammed
- Department of Medical Radiology Technology, Addis Ababa University, Addis Ababa, Ethiopia
| | - Robel Tezera Zegeye
- Department of Medical Radiology Technology, Addis Ababa University, Addis Ababa, Ethiopia
| | - Hikma Ali Dawed
- Department of Medical Radiology Technology, Arba Minch University, Arba Minch, Ethiopia
| | - Yenuse Molla Tessema
- Department of Medical Radiology Technology, Addis Ababa University, Addis Ababa, Ethiopia
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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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Weisz G, Nannestad B. The World Health Organization and the global standardization of medical training, a history. Global Health 2021; 17:96. [PMID: 34454517 PMCID: PMC8397872 DOI: 10.1186/s12992-021-00733-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Accepted: 06/27/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND This article presents a history of efforts by the World Health Organization and its most important ally, the World Federation for Medical Education, to strengthen and standardize international medical education. This aspect of WHO activity has been largely ignored in recent historical and sociological work on that organization and on global health generally. METHODS Historical textual analysis is applied to the digitalized archives and publications of the World Health Organization and the World Federation for Medical Education, as well as to publications in the periodic literature commenting on the standardization of international medical training and the problems associated with it. RESULTS Efforts to reform medical training occurred during three distinct chronological periods: the 1950s and 1960s characterized by efforts to disseminate western scientific norms; the 1970s and 1980s dominated by efforts to align medical training with the WHO's Primary Healthcare Policy; and from the late 1980s to the present, the campaign to impose global standards and institutional accreditation on medical schools worldwide. A growing number of publications in the periodic literature comment on the standardization of international medical training and the problems associated with it, notably the difficulty of reconciling global standards with local needs and of demonstrating the effects of curricular change.
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Affiliation(s)
- George Weisz
- Cotton-Hannah Chair in the History of Medicine, Department of Social Studies of Medicine, McGill University, 3647 Peel Street, Montreal, Quebec, Canada.
| | - Beata Nannestad
- Cotton-Hannah Chair in the History of Medicine, Department of Social Studies of Medicine, McGill University, 3647 Peel Street, Montreal, Quebec, Canada
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Dong L, Yang L, Li Z, Wang X. Application of PBL Mode in a Resident-Focused Perioperative Transesophageal Echocardiography Training Program: A Perspective of MOOC Environment. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:1023-1028. [PMID: 33380858 PMCID: PMC7767642 DOI: 10.2147/amep.s282320] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Accepted: 11/21/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Massive open online courses (MOOCs) is a new teaching technology based on a network platform, which can provide more students with the possibility of systematic and repeated learning. Due to the complexity of transesophageal echocardiography (TEE), the wide range of knowledge involved, and many knowledge points being difficult to understand, it is difficult to meet the teaching needs of this content with the traditional teaching mode. This study aimed to discuss the application of lecture based learning (LBL) and problem based learning (PBL) in the training of perioperative TEE in the context of MOOCs. METHODS Sixty residents were randomly divided into two groups to participate in a 5-day perioperative TEE training program. The web-based PBL mode was used in the observation group and the LBL mode was used in the control group, with 30 residents in each group. The teaching effect of the web-based PBL mode was compared with the LBL mode by basic theory test, practice examination, image interpretation and questionnaire. RESULTS The image interpretation score and the total test score were higher in the observation group than in the control group with statistically significant differences (P<0.001). The results of the questionnaire show that the residents were more satisfied with the web-based PBL mode than the LBL mode (P<0.001). CONCLUSION The web-based PBL method has obvious advantages over the LBL mode in the training of perioperative TEE.
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Affiliation(s)
- Lini Dong
- Department of Geriatrics, The Second Xiangya Hospital of Central South University, Changsha, Hunan, China
| | - Lin Yang
- Department of Anesthesiology, The Second Xiangya Hospital of Central South University, Changsha, Hunan, China
- Anesthesia Medical Research Center of Central South University, Changsha, Hunan, China
| | - Zhijian Li
- Department of Anesthesiology, The Second Xiangya Hospital of Central South University, Changsha, Hunan, China
- Anesthesia Medical Research Center of Central South University, Changsha, Hunan, China
| | - Xin Wang
- Department of Anesthesiology, The Second Xiangya Hospital of Central South University, Changsha, Hunan, China
- Anesthesia Medical Research Center of Central South University, Changsha, Hunan, China
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Servant-Miklos VFC, Woods NN, Dolmans DHJM. Celebrating 50 years of problem-based learning: progress, pitfalls and possibilities. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2019; 24:849-851. [PMID: 31832932 DOI: 10.1007/s10459-019-09947-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
| | - Nicole N Woods
- Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada
| | - Diana H J M Dolmans
- School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands
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