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Background: The pharmacists in a community pharmacies have already provided, or will provide in the near future advanced pharmaceutical care services. This requires modifying the approach to teaching pharmacy students as well as adapting the curriculum to the changing professional realities. It has been proven that in the field of medical and related sciences, learners-centered active teaching methods allow to achieve learning outcomes effectively, especially in the field of practical skills. Objectives: As the pharmaceutical services are only being introduced in many European countries, the question arises as to what active learning methods to use to prepare pharmacy graduates for this. Thus the review of worldwide literature occurred to be helpful in identifying what active learning methods are being used specifically in teaching aspects of pharmaceutical care. Methods: Three electronic databases: Pubmed, Scopus and Web of Science were searched using the keywords "active learning" and "pharmaceutical care". Results: On the basis of the publications included in the review, 7 methods were distinguished. Case-study, role play and simulation exercises turned out to be the most popular. It was also possible to make preliminary conclusions on how to properly match the method to the learning outcomes. Moreover, a weak point of many studies was the lack of structured methods of assessing the skills acquired by the students. Conclusions: In conclusion, the curriculum renewal in pharmacy is necessary and requires taking many aspects into account, from the types of tasks assigned to pharmacists, through the selection of appropriate teaching methods, to the verification of assessment methods.
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Clinical teaching in veterinary medicine is challenging for both educators and students. There is an increasing interest in the use of technology-based techniques using adaptive learning to provide students with additional learning experiences. Few studies have evaluated the use of this technique in veterinary medical education. We hypothesized that students with access to adaptive learning modules during dermatology rotation would have significantly higher dermatology test scores compared to students who did not have access to the adaptive learning modules on the same rotation. Incoming third and fourth-year veterinary students to the dermatology rotation, who agreed to participate, were randomly assigned to treatment (provided access to 10 modules using adaptive technology during the rotation) or control group (provided no access to the modules). Study participants completed a pretest two weeks before the rotation start date and a post-test near the rotation end date and a questionnaire to assess students' learning experience using adaptive learning modules. Students in the treatment group scored significantly higher on the posttest (p = .019) compared to students in the control group, with an effect size of d = 0.83. Students in both groups scored significantly higher at post-test (p < .001; d = 1.52 treatment and p = .002; d = 0.74 control) when compared to their pretest. This study shows that the tested adaptive learning platform may be an effective method to augment clinical teaching in veterinary dermatology. This study also indicates that veterinary students perceive the use of adaptive learning technology as beneficial for their education.
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Dermatology , Education, Veterinary , Learning , Dermatology/education , Education, Veterinary/methods , Educational Measurement , Humans , TechnologyABSTRACT
@#In the second part of the second report, we introduce the Care Colloquium, an inter-university collaborative educational program between the University of Tsukuba and the Tokyo University of Science. The Care Colloquium is an interprofessional education program that uses PBL (Problem-based learning). In response to the COVID-19 pandemic, this program was implemented online using Microsoft Teams, with advance preparation including manual maintenance and communication testing. The same learning outcomes were achieved as the face-to-face implementation. Undergraduate interprofessional education tends to be a large-scale program, and the shortage of faculty and classrooms is challenging, but online education could overcome these obstacles. The development of hybrid programs that use the merits of both face-to-face and online education may lead to the promotion of interprofessional education in the future.
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Introdução: A aprendizagem baseada em problemas (PBL-problem based learning) é um método de ensino que pode apresentar erosões e falhas, ao longo de sua execução. A formação continuada de tutores e a conscientização dos alunos acerca dos princípios do PBL são essenciais para o adequado funcionamento dos grupos tutoriais (GT). Objetivos: avaliar o impacto da iniciativa educacional "Escolhas Sábias em Educação" no funcionamento do GT antes e após a intervenção numa escola médica, com currículo PBL. Métodos: estudo quase-experimental desenvolvido na UNIFENAS-BH, com os alunos e tutores do 1° ao 8° período de Medicina. A instituição desenvolveu capacitação docente "Escolhas Sábias em Educação" com a identificação de cinco itens que não deveriam ser praticados pelos docentes no GT, com ampla divulgação deles para tutores e alunos. Foram eles: não deixe de ativar o conhecimento prévio, não permita a leitura mecânica do conteúdo estudado, não deixe de fazer feedback, não tenha medo de assumir o que não sabe, não permita que o mapa da resolução seja um resumo de "todo" o assunto. A partir deles, foi elaborado o questionário com perguntas que representassem os itens (domínios), para avaliar a qualidade do GT. O questionário foi aplicado entre tutores e alunos, antes e depois da intervenção. Análise comparativa da média de percepção do funcionamento do GT pré- com pós-intervenção foi feita por meio do teste ANOVA. Resultados: participaram do estudo 564 alunos e 57 tutores na 1ª fase e 603 alunos e 71 tutores na 2ª fase. Observa-se, na 1ª fase, uma média global maior no grupo de tutores (média: 4,15±0,33) em relação ao grupo dos alunos (média: 3,84±0,50), com diferença estatisticamente significativa (p< 0,001). Essa média global dos tutores continua maior na 2ª fase (tutor: 4,24±0,39; aluno 4,03±0,48; p< 0,001). Quando analisado cada um dos domínios, essa diferença manteve-se estatisticamente significativa na 1ª fase. Quanto à 2ª fase, somente para "não permita que o mapa de resolução seja um resumo de 'todo' o assunto" não houve influência estatisticamente significativa (p =0,37). Na comparação entre as duas fases, um aumento na média geral foi observado após a intervenção em ambos os grupos, mas, estatisticamente significativa, apenas no grupo dos alunos (diferença média: 0,19+0,06), p<0,001). Conclusão: houve mudança significativa na percepção do funcionamento do GT após a intervenção educacional entre os alunos. Essa mudança entre os discentes mostra que a intervenção foi exitosa, pois no currículo PBL, a aprendizagem é centrada no aluno
Introduction: Problem based learning (PBL) is a teaching method that may present erosions and flaws throughout its execution. The ongoing training of tutors and the awareness of students with regard to the PBL principles are essential for the proper performance of the tutorial groups (GT). Aims: Assess the impact of the initiative "Wise Choices in Education" on the functioning of the GT before and after the intervention in a medical school with PBL curriculum. Methods: Quasi-experimental study developed at UNIFENAS-BH, with medical students and tutors from the 1st- 8th term (Faculty of Medicine).The institution has developed faculty development "Wise choices in education", pinpointing five items that should not be performed by the tutors of the GT, making both tutors and students aware of them. The aforementioned items were: Do not forget to activate previous knowledge; do not allow mechanical reading of the matter that has been studied to take place; do not forget to give a feedback, do not be afraid to acknowledge what you have no knowledge of; do not allow the resolution map to be the summary of "all" the matter. From those items, a questionnaire was devised with questions that represented the items (domains) in order to assess the quality of the GT. The questionnaire was applied to tutors and students, before and after the intervention. Comparative analysis of the average perception of the functioning of the GT pre with post-intervention was carried out by ANOVA test. Results: 564 students and 57 tutors participated in the study on its 1st phase and 603 students and 71 tutors on its 2ndphase. It was noted that in the 1st phase, the global average in the group of tutors (4,15±0,33) is bigger than the group of students (3,84±0,50), with a statistically significant difference (p< 0,001). This global average of the tutors remains bigger on the 2ndphase (tutor:4,24±0,39; student:4,03±0,48; p< 0,001). When each one of the domains is analyzed, the difference remained statistically significant in the 1st phase. Regarding the 2ndphase, only "do not allow the resolution map to be a summary of 'all' the matter" did not have a statistically significantinfluence (p=0,37). Comparing both phases, some growth on the general rate was observed after the intervention in both groups, but only statistically significant in the student's group (average difference: 0,19+0,06, p<0,001). Conclusion: there was a significant change in the perception on the functioning of the GT after the intervention amongst the students. This change between the students shows that the intervention was successful, since in a PBL curriculum, learning is focused on the student
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Humans , Male , Female , Adult , Young Adult , Problem-Based Learning , Education, Medical , Students, Medical , Faculty, MedicalABSTRACT
OBJECTIVES: To compare stand-alone multiple choice questions (MCQs) and integrated clinical-scenario (case cluster) multiple choice questions (CS-MCQs) in a problem-based learning (PBL) environment. METHODS: A retrospective descriptive analysis of MCQ examinations was conducted in a course that integrates the subspecialties of anatomical pathology, chemical pathology, hematology, immunology, microbiology and pharmacology. The MCQ items were analyzed for their reliability (Kuder-Richardson-20, KR-20), level of difficulty (Pi), discrimination index (Di), item distractors and student performances. The statistical analysis of the results was extracted from the integrity online item-analysis programme. The results of the standard stand-alone and CS multiple choice questions were compared. RESULTS: KR-20 for the CS-MCQs and stand-alone MCQs was consistently high. KR-20 and Pi were higher for the CS-MCQs. There was no significant difference between the CS-MCQs and stand-alone MCQs in Pi and Di. A range of difficulty levels was found based on Bloom's taxonomy. The mean scores for the class were higher for the CS-MCQ examination. The compilation of the CS-MCQ examination was more challenging. CONCLUSIONS: CS-MCQs compare favorably to stand-alone MCQs and provide opportunities for the integration of sub-specialties and assessment in keeping with PBL. They assess students' cognitive skills and are reliable and practical. Different levels of item difficulty promote multi-logical and critical thinking. Students' scores were higher for the CS-MCQ examination, which may suggest better understanding of the material and/or better question clarity. The scenarios have to flow logically. Increasing the number of scenarios ensures the examination of more course content.
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OBJECTIVES: The purpose of this study was to examine the effect of problem-based learning (PBL) on dental education to dental students. The following were investigated in this study: 1. Does PBL improve the ability of self-directed learning? 2. Does PBL change communication ability? 3. Does PBL change the strategy of problem solving? METHODS: The participants of this study were 39 students in the experimental group and 68 students in the control group. The measurement tools of this study were self-directed learning, communication, and problem solving abilities tests designed by the Korean Educational Development Institute. The data was analyzed by the two-way ANOVA and ANOVA with repeated measures. RESULTS: In self-directed learning ability during 3 semesters, the experimental group showed a U-shape change but the control group showed a reverse U-shape change. In the experimental group, the self-directed learning ability was decreased after one year (after the first and second semester). The level of communication ability decreased every day during the three semesters monitored in both the control and experimental groups. The level of communication ability in the experimental group continuously decreased during the three semesters, with the exception of one semester. Finally, for the problem solving ability during the three semesters, the experimental group showed a reverse U-shape change while the control group showed a U-shape change. In the experimental group, there was no change after two semesters. CONCLUSIONS: On the basis of the findings in this study, the following conclusions can be made. First, problem-based learning has a positive educational effect compared to didactic-based learning within one year. Second, the appropriate length of PBL is two semesters, or one year. It could be recommended that dental education in Korea should be combined or hybridized with PBL; for example, PBL could be used in combination with brief lectures or block lectures by teachers.
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Humans , Communication , Education, Dental , Korea , Learning , Lecture , Problem Solving , Problem-Based Learning , Students, DentalABSTRACT
Objective To this study is intended to discuss its feasibility and advances in clinical techniques of obstetrics and gynecology. Methods Based on our hospital clinical teaching platform, a total of 348 medical students or clinical practicum doctors were randomly divided into PBL (Problem-based learning) traning group and clinical practice teaching mode group,respectively, after a period of three weeks of practices,the training effects are estimated by questionnaires, theoretical and clinical operations. Results After training, 174 students in simulation training group showed better in theory test,clinical operations and standardized patients examination than traditional clinical students. Conclusion The establishment of standardized simulation teaching system can effectively complement the lack of clinical practice, teaching resources, solve the visualization is not enough, the students hands-on opportunities for small problems,can enhance the training effect and improve the effectiveness of teaching.
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Background: Physical therapists need to work not only in hospitals but also in the communities. So it has been said that community-based education should be essential for physical therapy education. In Gunma University, community-based education program was implemented from 2010 for physical therapy stu¬dents. Purpose. The purpose of this report is to introduce our challenging program and search for how this program af¬fected students, community staffs and elderly people. Methods: Third-year students collaborated to exercise classes for community dwelling elderly people with teach¬ers and community staffs (public health nurses and civic volunteers). Two classes were provided separately, so students were divided into two groups and each group was assigned to one class. After classes, reports were written by participants (60 persons), community staffs (9 persons) and students (24 persons). Reports consisted of five-grade evaluation of this program and students for elderly people and community staffs, evaluation using visual analogue scale (VAS) of this program and contact with elderly people for students, and impressions described in freely written sentences for all subjects. Results and Discussion: Results of elderly people’s five-grade evaluation were “5 (very good)”-50 persons, “4 (good)”-10 persons to this program and “5”-41 persons, “4”-19 persons to students. Results of community staffs’ five-grade evaluation were “5”-7 persons, “4”-2 persons to this program and “5”-6 persons, “4”-3 persons to stu¬dents. Results of students’ VAS evaluation were 86.5±13.3 (100 extremely good~0 minimum) to this program and 91.6±9.9 to contact with elderly people. It was expected there were good feelings elderly people, community staffs and students have. There was a possibil¬ity that an interchange between elderly people and students would bring different learning from on-campus classes to students and motivation to elderly people. Take-home message: It is thought that community-based education should be included in undergraduate pro¬grams for physical therapy students.
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PURPOSE: This study was done to apply a PBL module for students' practice in maternity nursing. METHOD: Two PBL module scenarios were made for clinical cases in antepartum, intrapartum, and postpartum nursing care. A total of 70 senior nursing students of S university were enrolled in this module for their scheduled 3 weeks of practice. A structured questionnaire and subjective statements were collected for evaluation. RESULT: The students' perceptions of PBL were found to be effective in encouraging motivation and interest in studying, absorbing practical knowledge better, and learning through interaction with tutors. They became more confident, active, and positive throughout the PBL experiences while a lack of time for learning was a limitation. CONCLUSION: PBL is considered a method that can strengthen nursing students' abilities to adjust to clinical situations in maternity areas. It is recommended to expand PBL in nursing practice courses and develop various scenarios and qualified tutors.
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Humans , Infant, Newborn , Pregnancy , Learning , Maternal-Child Nursing , Motivation , Nursing , Nursing Care , Postpartum Period , Surveys and Questionnaires , Students, NursingABSTRACT
Objective:To investigate the effect of PBL+LBL double-track mode in Ophthalmology teaching.Methods:121 students were divided into two groups.Trial group practiced PBL+LBL double-track teaching,while control group practiced LBL teaching.Results:The results of exam showed that the students in trial group had a significant higher score in sum score and analysis subjects than those in control group(P
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PURPOSE: The surgery clerkship, focusing on the clinical competency, including critical thinking, problem solving, self-directed learning, autonomy and professionalism, were revised. The purposes of this study were to evaluate the students' assessment of the revised surgery clerkship program in order to improve the quality of surgical education. METHODS: Clinical competency was classified into 6 dimensions: intelligence, skill, relationship, attitude, problem solving performance, and autonomy. Problem based learning (PBL), procedural skill training, surgical anatomy, case discussion, pre-diagnosis at outpatient clinics, quiz, clinical performance assessment (CPA) and modified essay question (MEQ) were performed. Forty-nine 3rd year medical students participated during 2002. All students were asked to rate how far they had progressed in the 6 dimensions, in order to evaluate the course, and each program, and to suggest improvements at the end of the rotation. RESULTS: The students responded extremely positively and became been more motivated. They evaluated that the new clerkship had helped them increase their abilities in clinical reasoning, self-directed learning, problem solving and clinical techology, and to develop professionalism and autonomy. Most of students revealed that the PBL, case discussion, pre-diagnosis at outpatient clinics, CPA and MEQ programs were very helpful. They felt that procedural skill training and surgical anatomy programs required further improvements. CONCLUSION: The implementation of the new surgery clerkship was successful. The PBL, case discussion, pre-diagnosis at outpatient clinics, CPA and MEQ were valuable learning tools. More tools should be developed for procedural skill training and surgical anatomy education.
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Humans , Ambulatory Care Facilities , Education , Intelligence , Learning , Problem Solving , Problem-Based Learning , Students, Medical , ThinkingABSTRACT
PURPOSE: The surgery clerkship, focusing on the clinical competency, including critical thinking, problem solving, self-directed learning, autonomy and professionalism, were revised. The purposes of this study were to evaluate the students' assessment of the revised surgery clerkship program in order to improve the quality of surgical education. METHODS: Clinical competency was classified into 6 dimensions: intelligence, skill, relationship, attitude, problem solving performance, and autonomy. Problem based learning (PBL), procedural skill training, surgical anatomy, case discussion, pre-diagnosis at outpatient clinics, quiz, clinical performance assessment (CPA) and modified essay question (MEQ) were performed. Forty-nine 3rd year medical students participated during 2002. All students were asked to rate how far they had progressed in the 6 dimensions, in order to evaluate the course, and each program, and to suggest improvements at the end of the rotation. RESULTS: The students responded extremely positively and became been more motivated. They evaluated that the new clerkship had helped them increase their abilities in clinical reasoning, self-directed learning, problem solving and clinical techology, and to develop professionalism and autonomy. Most of students revealed that the PBL, case discussion, pre-diagnosis at outpatient clinics, CPA and MEQ programs were very helpful. They felt that procedural skill training and surgical anatomy programs required further improvements. CONCLUSION: The implementation of the new surgery clerkship was successful. The PBL, case discussion, pre-diagnosis at outpatient clinics, CPA and MEQ were valuable learning tools. More tools should be developed for procedural skill training and surgical anatomy education.
