Premium
Problem‐based learning in tiny tots and mothers‐to‐be
Author(s) -
Ronco Ricardo,
Munoz Gabriel,
Prado Priscila
Publication year - 2007
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2007.02737.x
Subject(s) - tutor , problem based learning , medical education , small group learning , context (archaeology) , psychology , teaching method , interpersonal communication , medicine , mathematics education , paleontology , social psychology , biology
The purpose of this project was to introduce problembased learning (PBL), a methodology that can theoretically enhance active learning as well as critical problem-solving skills. A pilot project, using PBL in addition to lectures, was introduced in Year 5 courses in paediatrics and obstetrics at our institution. What was done External faculty who were knowledgeable about PBL conducted a 2-day workshop in PBL for the purposes of tutor training. None of the 10 clinical faculty participants had worked with PBL methodology before. After the workshop, faculty established the learning objectives and wrote 3 cases for paediatrics and 3 for obstetrics. The 49 students were divided into 2 groups. In the first semester, 1 group used the paediatrics cases and the other the obstetrics cases in small tutorial groups of 5)6 students with 1 tutor. The groups switched over in the second semester. Each case was designed to be completed in 3 3-hour sessions. At the end of the 3 cases, the tutors evaluated the performance of each student in the group on 5 domains: interpersonal skills; learning skills; knowledge development; objectives achievement, and clinical reasoning skills. Scores ranged from 4 to 7 on a 7-point scale, with an average of 6.2. The total score comprised 10% of the total grade of the course. Evaluation of results and impact Evaluation of the learning intervention was performed using a student self-report questionnaire with 16 questions answered on a 5-point Likert scale and an open comments section. Three aspects were measured: the application of the method; learning preferences, and the development and analysis of critical thinking. More than 90% of the students reported that PBL increased their ability to think critically, and 98% said that the method made them review more literature than did conventional teaching. Students also reported differences in their perceptions of the different tutors. The present study documents the potential advantages offered by PBL in a poorly resourced school. As assessed by tutors, students achieved the standard of performance required in paediatrics and obstetrics on the 5 domains measured. The students also preferred this method and reported increased self-learning and critical thinking skills. The intervention had a positive impact on the attitude of faculty, who are sustaining the new teaching methodology.