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We verified the educational outcomes and effects of the practice of Problem-based learning (PBL) on the theme of Kampo medicine and the continuous academic support. From 2013 to 2021, we conducted Kampo PBL for second-year medical students, and compared the results of Kampo exams in the fourth year between Kampo PBL participants and non-participants. Moreover, the learning obtained through subsequent academic activities was extracted from their free-form text. Kampo PBL was performed for a total of 26 groups. Participants who underwent Kampo PBL (n = 72) scored significantly higher than those who did not (n = 734) (p<0.05). In addition, academic support resulted in 5 academic presentations in an academic conference and 3 articles published in academic journals. The lessons learned included “concretization of understanding of Kampo medicine,” “valuable experience in academic activities,” and “promoting motivation and its impact on the future.” Kampo PBL improved knowledge about Kampo medicine, and academic activities cultivated the research mind.
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RESUMO A pancreatite aguda é doença frequente nas enfermarias de hospitais gerais, tem etiologia multifatorial e pode levar a alterações graves dos diversos aparelhos e sistemas corpóreos. O internato, em geral, é o momento em que os alunos de Medicina sedimentam os conhecimentos adquiridos de maneira fracionada durante as etapas básicas do curso. Atualmente, com a mudança do modelo pedagógico em vários cursos de Medicina, a Aprendizagem Baseada em Problemas (ABP) vem sendo adotada. O objetivo deste estudo foi avaliar a efetividade do método ABP na aquisição de conhecimentos de alunos do internato médico sobre pancreatite aguda, em comparação ao método tradicional. Trata-se de estudo descritivo, de abordagem quantitativa e caráter transversal. A amostra foi composta por 40 alunos que cursavam a décima primeira etapa do curso de Medicina de uma instituição de ensino superior privada do interior paulista no segundo semestre de 2015. Foi realizada avaliação entre os sujeitos do grupo pesquisa e do grupo controle quanto à diferença no nível de conhecimento sobre o tema. Como teste estatístico foi utilizado o teste paramétrico t de Student para dois grupos independentes. Como resultado, obteve-se que os alunos que participaram das sessões tutoriais pelo método ABP tiveram maior rendimento nas respostas às questões do instrumento de avaliação, com p = 0,013. Assim, ratifica-se que, além dos ganhos já sabidos em relação à formação de um profissional médico proativo, atento para sentir seu ambiente de trabalho, seus pares e os usuários, o método é também eficiente para a continuidade do processo ensino-aprendizagem durante o internato médico. Desse modo, recomenda-se utilizar a ABP no processo ensino-aprendizagem da Clínica Cirúrgica na universidade do estudo. Propõe-se também a continuidade de pesquisas com médicos residentes para avaliar a aquisição do conhecimento de outras patologias em outras clínicas, comparando-se os métodos ABP e o tradicional com vistas a mais subsídios para adoção da ABP nesse estágio de formação.
ABSTRACT Acute pancreatitis is a frequent disease in general hospitals wards; it has a multifactorial etiology and can lead to severe alterations of the various corporeal systems. The internship generally represents the time when medical students consolidate the knowledge they have gradually acquired during the initial stages of their course. Several medical courses are currently undergoing a change in pedagogical focus, with the adoption of Problem-Based Learning (PBL). The objective of this study was to evaluate the effectiveness of the Problem-Based Learning (PBL) method in relation to knowledge about acute pancreatitis among medical intern students from a private university in the interior of São Paulo state, compared to the traditional learning method. It is a descriptive and transversal study with a quantitative approach. The sample consisted of 40 sixth-year medicine students of a private higher education institution in São Paulo state, in the second semester of 2015. A comparative evaluation was made between the knowledge about the matter among the study group and the control group. The Student t parametric test was applied to two independent groups, resulting in the finding that the students who participated in the PBL tutorial sessions performed better in the assessment test, with p = 0.013. Hence, in addition to the advantages already known in relation to the preparation of proactive medical professionals, in tune with the feelings of their working environment, their peers and patients, the method is also proven to be efficient in continuing the teaching-learning process during medical internship. It is therefore concluded that this teaching-learning method be employed at the medical school in the study. It is also proposed that the research be continued with resident physicians, to evaluate the acquisition of knowledge of other pathologies and other specialties, comparing PBL to traditional methods in order to achieve greater support for the adoption of the PBL method in this stage of medical training.
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Humans , Problem-Based Learning/methods , Internship and Residency , Pancreatitis , BrazilABSTRACT
There are some problems in clinical teaching of cardiovascular medicine, such as insuf-ficient attention to the "three bases" skills, not teaching trainees in accordance with their aptitude ade-quately, monotonous instructional mode, and assessment becoming a mere formality. Aiming at these prob-lems, we have explored the training methods of medical talents adapted to the modern medical model, and improved the clinical basic skills and thinking of the students and the quality of teaching through such measures as paying close attention to basic skills training, standardizing ward rounds, paying attention to teaching students in accordance with their aptitude, and reforming teaching methods and assessment modes.
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Objective To investigate the effect and feasibility of problem-based learning teaching model in case discussion and its influence on the cultivation of medical students' practical ability in primary hospitals under the guidance of the synergy of medical education. Methods Interns from this hospital of the year 2017 were chosen as subjects. Those who were organized by science and teaching department with PBL model in case discussion were observation group, while those who were organized in traditional case discussion by clinical departments were control group. Questionnaires were filled in and effects between two groups were compared. Results In both the cognitive and affective domain, PBL teaching group scored higher compared with traditional teaching group (P=0.000). Conclusion Under the current situation, carry-ing out PBL teaching model has certain feasibility and practical significance in primary hospitals and is more suitable for the development of medical cooperation between colleges and hospitals.
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According to the standards of undergraduate medical education, humanistic education has been gradually attached great importance in medical schools. To explore education of medical humani-ties, our school carried out a new course for clinical medical students, which combined video-based learn-ing, problem-based learning (PBL) and group discussion together. This article introduces the background, teaching design, practice and assessment of the course, and also summaries the strengths and limitations, put forward solutions to specific problems. Through our study, new course has been proved to be helpful to improve both the medical humanities and English levels of medical students.
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Objective To carry out innovative practice as well as questionnaire survey and conduct promotion analysis of clinical molecular biology testing based on problem-based learning (PBL). Methods 137 Students of medical laboratory technology discipline were chosen as subjects to conduct the innovative practice of PBL method. The teaching results were shared and promoted by video online through WeChat. Micro-questionnaire was conducted in 335 students, and the results of the survey were statistically analyzed. Result The improved PBL teaching based on speech contest can boost students to integrate into classroom teaching actively in which they had a better understanding of the knowledge so that the expected teaching quality of clinical molecular biology testing was achieved effectively. Questionnaire showed that the impact of PBL teaching method on students was not extensive currently, indicating that there was still more space to promoting such teaching methods. Although traditional teaching methods still held a place in students' minds (43.9%, 147 cases), the innovative teaching of PBL, which is novel, interesting and colorful, is more in line with the expectations of medical laboratory students in the new era and has the highest acceptance (49.6%, 166 cases). Conclusion The innovative practice of PBL teaching based on speech contest can achieve the purpose of strengthening students' knowledge acquisition and flexibility in the practical use of knowledge, which is worthy of promoting. Teachers could gradually integrate the new PBL teaching model into the tradi-tional teaching methods in the future, making students study efficiently in a relaxed and active atmosphere
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Objective To explore the value of implementing PBL teaching method through the application of the virtual and simulative teaching platform in the teaching of "physical diagnostics". Methods The students majoring in clinical medicine were divided into experimental group (162 students) and control group (168 students) randomly. PBL teaching method through the application of the virtual and simulative teaching platform was used in the experimental group while the conventional teaching method was used in the control group. The effect of teaching was evaluated by questionnaire and examination and the data were analyzed through Chi-square and t-test. Result Questionnaire survey of satisfaction for the course showed that 92.6％ students (150 students) in experimental group were interested in the new course, 84.6％ students (137 students) felt it could increase the learning interest, and 91.3％ students (148 students) thought it could consolidate the clinical thinking. Statistical difference was found in average score between experiment group and control group in the PBL case analysis assessment examination in the course of"physical diagnostics" [(26.1±5.6) vs. (21.6±4.3), P<0.05]. Conclusion The introduction of virtual and simulative teaching plat-form in the teaching can help students understand truly all kinds of cases in clinical practice and improve the immediacy of teaching and students' initiatives, which is of great significance to the cultivation of students' clinical practice ability and clinical comprehensive thinking skills.
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Objective To explore integrated teaching based on small private online course (SPOC) in lymphoma clinical courses for medical undergraduates.Methods A total of 60 medical undergraduates in the department of hematology were randomly allocated to SPOC teaching group (n=30) and problem-based learning (PBL) teaching group (n=30) according to scores of the basic medical theoretical examination for lymphoma clinical courses education.After teaching activities,personal experiences were evaluated by anonymous questionnaires from medical undergraduates and instructors.Besides teaching efficacies assessed by objectively measurable score system including academic examination scores,clinical skill and capabilities in analyzing clinical problems of students,were systematically analyzed and compared between two groups by SPSS 19.0.Results The survey results showed that compared with PBL teaching group,SPOC teaching group had higher teaching feedback evaluation and better teaching experience,and SPOC were widely recognized by teachers and students.The SPOC teaching group's scores of the three items in the exam were better than those of the PBL teaching group,with the academic achievement [(84.03 ± 7.66) vs.(77.60 ± 8.22),P=0.005],the performance of practical skills [(87.83 ± 8.17) vs.(81.97 ± 6.13),P=0.001],and case analysis results [(88.17 ± 6.53) vs.(80.10 ± 6.91),P=0.000],and the difference was statistically significant.Conclusion Integrated teaching based on SPOC is feasible for lymphoma clinical courses,which can trigger interest of students,enhance learning abilities and their clinical capabilities.Moreover,this novel medical education approach may provide new ideas and theoretical basis in training qualified and talent doctors.
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Objective To improve the clinical oncology practice ability of professional degree postgraduates,and to explore the role of using standardized patients (SP) in problem-based learning (PBL) teaching method.Method Fifty-two professional degree postgraduates who studied clinical oncology in 2016 and 2017 in our department were taken as the research object,of which 26 were in the experimental group,26 were in the control group.In the experimental group,SP was used in PBL teaching method.In the control group,the traditional PBL teaching method was performed.After the end of the training course,data were analyzed using SPSS 19.0 software,count data and measurement data were analyzed using chi square test and t test to carry out the significant test between the two groups of data,the training effect was compared between the two groups.Results The score marked by experts in the experimental group was higher than that of the control group [(80.27 ± 6.41) vs.(74.77 ± 7.59)],the difference was statistically significant.The results of questionnaire survey showed that the experimental group was significantly higher than the control group in terms of patient satisfaction,clinical skills and participation in teaching activities (P＜0.05).Conclusion Introducing the SP into PBL teaching method could not only make PBL lively but also make SP teaching deeply.The organic combination of PBLand SP in the training process could improve the clinical oncology graduate students' abilities of clinical thinking,practice,doctor-patient communication,problems treatment,and humanistic care.This teaching model is worth promoting in the teaching of clinical oncology for profes-sional degree postgraduates.
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With the rapid development and popularization of problem-based learning (PBL) teaching, its role in clinical medicine teaching is becoming more and more important. PBL teaching in the teaching of viral hepatitis is a new model of the clinical teaching exploration.This kind of teaching takes the student as the main body.The purpose of PBL teaching is to improve students' ability to solve clinical problems.PBL teaching not only stimulated the learning enthusiasm of the students in the teaching of viral hepatitis, but also improved the students' ability of independent thinking and scientific research innovation.
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For better implementation of outstanding physician education program,Chongqing Medical University carried out the centering on the organ system curriculum reform.In motor system disease teaching,we integrated motor system curriculums,reduced the classroom theory teaching time,strengthened the discussion and practice teaching,proceeded teacher training and teaching demonstration before class and adopted the model of problem-based learning (PBL) teaching,carried out clinical skills teaching,established formative assessment system to comprehensively evaluate students' learning effects and accept motor system disease teaching certification and other measures,which improved the students' knowledge system,enhanced the students' ability of analysis and solve problems.
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According to interactive teaching,Problem-based Learning (PBL),visual teaching and other theories,combining with the characteristics of medical practice teaching,the paper puts forward a set of informatization methods used for medical teaching and practice,verifies that the application of informatization technology to medical teaching can obviously improve the teaching efficiency and quality,and meanwhile proposes the follow-up construction contents,in order to provide reference for further development of informatization medical teaching.
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Objective To explore the application of PBL in dermatology and venereology teaching. Method According to random principle, 120 students were divided into experimental group and control group (60 students per group). The experimental group received PBL, and the control group received tradi-tional teaching. The teaching contents included systemic lupus erythematosus, pemphigus, psoriasis, syphilis. The course needed 16 periods totally . the traditional teaching group applied 8 classes extensive class teaching and 8 classes clinical trainee, and the PBL teaching group implemented case-based teaching 4 hours each time. Teaching satisfaction evaluation and test scores would be analyzed at the end of the semester. SPSS 17.0 was used for t test. Results The teaching satisfaction (contains professional values and ethics, communication skills, clinical skills, community health and health systems, information management, critical mind and research, etc.) of experimental group was higher than control group (P<0.05); The test scores of experimental group was higher than control group (P<0.05), especially in total score of theoretical examina-tion, comprehension and application. The difference mainly came from PBL teaching (P<0.05). Conclusion PBL is conductive not only to the comprehension and application of knowledge but to training the students' abilities of independent learning.
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Background: Problem-Based Learning is a student-centred and self-directed teaching approach. The role of the teacher is to facilitate learning by the student. The Students and faculty were introduced to Problem Based Learning for better understanding the Physiological mechanisms and to improve the scoring. Methods: To introduce Problem Based Learning and to reinforce active, self-directed learning, problem solving skills and to improve the performance. Conventional Tutorial was conducted on the topics of endocrinology and 40 marks test taken. Orientation towards conducting sessions for Problem Based Learning was given to faculty and evaluated after the presentation by students. Results: All aspects of Problem Based Learning received higher rating than conventional tutorial. Students preferred Problem Based Learning with highest score 62%. Both Problem Based Learning and conventional sessions are opted by 27% of students. Only 11% .Students showed interest towards Conventional Tutorial. Mean score of the written test assessment after Problem Based Learning showed significantly higher than the Conventional Tutorial. Z test is applied. Z = 3.26 >1.80, P < 0.05. Conclusion: When compared with the conventional tutorial teaching, Problem Based Learning facilitated learning and inspired the students' activity, creativity, train their comprehensive abilities and improved their performance.
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Background: The teaching curriculum in anesthesia usually involves lecture-based traditional teaching and manikin simulations. Case based discussions are one are the extensively practiced PBL methods of postgraduate teaching in anesthesia. To this reason, we evaluated the effectiveness of problem-based learning methodology in anesthesia postgraduate teaching in a tertiary care teaching hospital. Materials and methods: This cross-sectional questionnaire-based study was done to all postgraduate students in the department of anesthesia. The survey contains six questions, particularly intended to obtain the PG students view on the effectiveness of PBL in CBD, which was adopted from the Melveetil S et al study and Barrow’s rating of meeting the educational objectives. All the students were given the questionnaire, and response was recorded in the form of yes/no. The questionnaire was collected anonymously and entered into Microsoft Excel software for calculating descriptive statistics such as mean, standard deviation (SD) and percentages. Results: A total of 32 anaesthesia PG students participated in this study. The results of the survey were based on student’s opinion of effectiveness of PBL with CBD suggested modifications. 28% accepted that they never formulate the learning objectives before the case discussions. 68% agreed that the teaching materials/references or/resources were never shared among the students before the case discussion. 70% of the students agreed that content of the cased based discussion was distributed but it never contained the direction of PBL. 87.5% participants accepted the fact that in their CBD only real patients were incorporated. Seshaiah S, Jagadish V. Problem-based learning as a tool in Anesthesia PG teaching - A cross sectional study. IAIM, 2016; 3(4): 136-139. Page 137 Conclusion: The majority of the students, in spite of their poor knowledge in understanding PBL such as the formulation of objectives, facilitation skills, and communication on the direction of PBL. Students expressed interest to learn case based discussions.
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We carry out the tutorial system in the standardized training of residents,promote students to grasp the clinical skills and clinical research and thinking,and promote teachers' professional theoretical level and teaching ability.In the orthopedic rotation we define the teaching focus to the trainees of different seniority:for junior trainees,the training of medical records writing and basic clinical skills should be focused,and for senior trainees,the emphasis of training is to improve their clinical capacity of diagnosis and treatment.In teaching,the teaching methods of a combination of Multidisciplinary team (MDT) of bone and soft tissue tumors and problem based learning (PBL) have been actively tried to improve students' learning enthusiasm and initiative,which helps the trainees fully grasp the diagnosis and treatment of certain diseases.
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In order to optimize the curriculum structure, improve the quality of the traditional med-ical curriculum which separates the theory teaching and clinical teaching in medical education; give full play to the advantages of the multiple disciplines application to guide students to establish a holistic view of medicine; cultivate students'! independent thinking and team cooperation ability, we explore the reform model of the pediatric teaching courses from the following five aspects:curriculum design, class hour arran-gement, teaching team building, teaching carrier production and application of problem-based learning (PBL) teaching method. Preliminarily establish the teaching mode in multi disciplines integration which is characterized by taking a certain symptom or sign as leading clue.
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Combining the PBL teaching method and the organ system as the core teaching method, we have carried on the teaching practice of 2 comprehensive experiments in the circulation system of hem-orrhagic shock and treatment, as well as the renal function and failure of the urinary system. The implemen-tation process has been divided into two links: preparation before class and class-room practice to improve the students' ability to study and solve the problem of scientific research.
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Objective To compare the application effect between problem-based learning (PBL) and traditional teaching in cardiovascular intervention . Methods 39 training physicians were divided randomly into the PBL group (n=20) and control group (n=19). The control group was trained with the tradi-tional teaching method while PBL group used PBL seven step method, namely they were trained through the process of clarifying unfamiliar terms—defining the problem—brainstorming—restructuring problem—defining learning goals—collecting information, personal learning, information sharing, and group discus-sion. After the end of the training, the two groups were tested by using the unified test questions and skills test, and the questionnaire survey of teaching satisfaction. SPSS 18.0 was used to do line t test or chi square test to the data of both groups. Results PBL group training physicians' cardiovascular intervention oper-ation [(30.07±1.67) vs. (28.54±1.98), P=0.036], their comprehensive analysis of clinical cases, [(34.47± 1.77) vs. (32.08 ±1.80), P=0.002], and the total score [(86.47 ±2.75) vs. (82.23 ±3.63), P=0.002], were better than the control group, and the difference was statistically significant. The survey results showed that the PBL group's evaluation on how the teaching methods stimulate the training physicians' interest in learning, enhance their ability of independent thinking and cultivate their teamwork ability, improve their language expression and clinical thinking and other aspects was higher than the control group (P Conclusion Compared with the traditional teaching, the application effect of PBL in the training of car-diovascular intervention can better exert training physicians' subjective initiative and improve the teaching effect.
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In order to carry out the training objectives ofexcellent doctor education training pro-gram implemented by the Ministry of Education and the Ministry of Health, an integrated organ-system oriented curriculum system of circulatory system was applied in five year clinical medicine education. The teaching contents of circulatory system from traditional Histology and Embryology, Physiology, Pathology, Pathophysiology, and Pharmacology were integrated and optimized to compile the integrated circulatory sys-tem textbook. problem-based learning (PBL) and comprehensive morphology experimental teaching were implemented into the integrated circulatory system curriculum. Diversified examination methods including continuous assessment of PBL were used to evaluate the learning effect of students. As a result, a new cur-riculum model of circulatory system teaching was constructed. And on the base of this curriculum model, an innovation course research experiment was performed, a digital network teaching platform with 4A (anybody, anything, anywhere, anytime) was set up, and diversified teaching methods were applied. This new developing curriculum system is helpful for students to relate what they have learned in the basic sci-ences to clinical medicine, gain clinical thinking competence, lifelong skills of self-directed learning, in-novative thinking, and ability of scientific research and practice.