Assessing the Effectiveness of Problem-Based Learning of Preventive Medicine Education in China

Ding, X.-K.; Zhao, Liping; Chu, Haiyan; Tong, Na; Ni, Chunhui; Hu, Zhibin; Zhang, Zhengdong; Wang, Meilin

doi:10.1038/srep05126

Cited by 38 publications

(33 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to a survey of 123 medical schools in the United States, 70% of the medical schools use PBL especially during the preclinical years. 19 PBL pedagogy has been successfully implemented in medicine, [20][21][22][23][24][25][26] …”

Section: -6mentioning

confidence: 99%

Problem Based Learning (PBL): A Novel and Effective Tool of Teaching and Learning

Ansari¹,

Rahman²,

Badgujar³

et al. 2015

IJPER

View full text Add to dashboard Cite

Recently a surge has been witnessed in number of new academic pharmacy institution establishing concern with quality of graduates passing out. Survey has also established the poor understanding of the health education among the students. Developed countries have formulated and successfully implemented new strategies to impart education to the current generation. Problem Based Learning (PBL) is one of the novel technique used in majority of health universities in US, UK and Asian countries. This has led to tremendous development in the quality of health science graduates. The process allows a group of student to discuss and solve a real life situation though discussion. It involves exposing a group of students to a trigger/case/problem asking the student to solve the trigger within a specified time through a defined process facilitated by a tutor. The student are allowed to go for self-study based on their discussion and allowed to meet again for second session after a week to solve the trigger. The student capability can be measured by the facilitator using a designed rubrics or any other evaluation strategies. This process have proved to enhance the soft skill, cognitive, metacognitive, problem solving and critical thinking skills among the students. The strategy also helps the students to work in group and develop a democratic attitude and to judge a problem based on consensus. Indian pharmacy colleges should adopt the system to install critical thinking ability among the students.

show abstract

Section: -6mentioning

confidence: 99%

Problem Based Learning (PBL): A Novel and Effective Tool of Teaching and Learning

Ansari¹,

Rahman²,

Badgujar³

et al. 2015

IJPER

View full text Add to dashboard Cite

show abstract

“…Além disso, 98,18% dos participantes declararam que o método PBL proporciona competência para a resolução de problemas. Outro estudo de análise retrospectiva mostrou perspectivas semelhantes sobre este nó crítico, apontando a habilidade de resolver problemas como uma das características de grande destaque do estudante nesse método (DING et al, 2014). Tal dado é de suma importância, levando em consideração o cotidiano desses futuros médicos, o qual corriqueiramente irão se deparar com entraves que precisarão rapidamente serem resolvidos para se ter um fim almejado.…”

Section: Resultsunclassified

“…O método propõe a elaboração de situações de ensino que promovam uma aproximação crítica do aluno com a realidade; a reflexão sobre problemas que geram curiosidade e desafio; a disponibilização de recursos para pesquisar problemas e soluções; a identificação e organização das soluções hipotéticas mais adequadas à situação e à aplicação dessas soluções (SOBRAL; CAMPOS, 2012). Entre as maiores dificuldades que o aluno se depara nessa metodologia estão as fragilidades relacionadas com a dificuldade de análise de questões, capacidade de síntese, relacionada aos conteúdos estudados e capacidade de seleção e classificação das prioridades relacionadas aos conteúdos a serem estudados (DING, 2014).…”

Section: Introductionunclassified

Percepções de Alunos de Medicina sobre Método Ativo de Ensino e Aprendizagem

Gianini

Bento

Andrade

2019

Rev. Ens. Educ. Cienc. Hum.

View full text Add to dashboard Cite

Este estudo teve como objetivo verificar a percepção dos acadêmicos, do terceiro e quarto semestres, do Curso de Medicina da Universidade Anhanguera-Uniderp de Campo Grande- MS, sobre a metodologia ativa de ensino e aprendizagem, suas correlações com as bases neurológicas e seus pontos diferenciais com relação à metodologia tradicional. O estudo foi realizado no período de agosto de 2017 a julho de 2018, contemplando 110 estudantes, que responderam, por meio de questionário, 14 perguntas referentes ao tema proposto. Os resultados foram positivos para a metodologia ativa, tendo como destaque os conceitos da autoaprendizagem, consolidação dos estudos e competência para resolução de problemas por meio desse método. Além disso, houve uma forte correlação entre o entendimento do funcionamento do PBL (Problem Based Learning – metodologia ativa) e o estudo das bases neurológicas, o que reforça a importância deste na grade curricular do Curso de Medicina. Conclui-se que a metodologia ativa vem sendo reconhecida, positivamente, pelos acadêmicos de medicina e que o profissional formado (egresso) nesse modelo apresenta características, que se traduzem em diversas qualidades, as quais poderão auxiliar a sua carreira profissional. Entretanto, são necessários mais estudos que explicitem as implicações de tal metodologia na vida pessoal de cada acadêmico.Palavras-chave: PBL. Metodologias de Ensino. Medicina. Abstract This study aimed to verify the perception of the third and fourth semesters of the course of Medicine of Anhanguera-Uniderp University of Campo Grande-MS, on the active teaching and learning methodology, their correlations with the neurological bases and their points with traditional methodology. The study was carried out from August 2017 to July 2018, with 110 students, who answered, through a questionnaire, 14 questions related to the proposed theme. The results were positive for the active methodology, highlighting the concepts of self-learning, consolidation of studies and competence to solve problems through this method. In addition, there was a strong correlation between the understanding of the functioning of PBL (Problem Based Learning) and the study of the neurological bases, which reinforces the importance of the same in the curricular curriculum of the Medicine Course. It is concluded that the active methodology has been positively recognized by medical academics and that the trained professional (alumnus) in this model has characteristics, which translate into several qualities, which may help their professional career. However, further studies are needed to explain the implications of such methodology in the personal life of each academic.Keywords: PBL. Teaching Methodologies. Medicine.

show abstract

“…It has been suggested that during the problem-solving process, medical students not only acquire new clinical knowledge, but also develop their problem-solving abilities (Jonassen, 2011;Neville, 2009). This hypothesis has been evidenced by many previous studies (Choi, Lindquist, & Song, 2014;Ding et al, 2014;Karantzas et al, 2013;Klegeris, Bahniwal, & Hurren, 2013;Klegeris & Hurren, 2011;Pedersen & Liu, 2002). For example, Ding et al (2014) performed a meta-analysis on 15 studies in preventive medicine in which the effectiveness of PBL on problem solving was examined using medical examinations and questionnaires, and concluded that compared to traditional lecture-based learning (LBL), PBL was more effective in improving the problem-solving abilities of medical students.…”

Section: Introductionmentioning

confidence: 86%

A comparison between the effectiveness of PBL and LBL on improving problem-solving abilities of medical students using questioning

Toft

et al. 2017

Innovations in Education and Teaching International

View full text Add to dashboard Cite

In daily patient-history taking and diagnosis practice, doctors ask questions to gather information from patients and narrow down diagnostic hypotheses. Training medical students to be efficient problem solvers through the use of questioning is therefore important. In this study, the effectiveness of problem-based learning (PBL) and lecture-based learning in improving the questioning abilities of medical students (N = 104) was assessed by a modified 20-question task. In this task, the participants were asked to identify target pictures by asking questions, the problem-solving process of which resembles that of the diagnosis scenario. Moreover, this task requires no medical knowledge, and therefore allows knowledgeirrelevant questioning abilities to be assessed independently. The results show that PBL students generally ask more efficient questions and use fewer questions to complete the task. This finding suggests that PBL curricula may help improve the questioning strategies of medical students and help them diagnose more efficiently in future diagnosis practice.

show abstract

Assessing the Effectiveness of Problem-Based Learning of Preventive Medicine Education in China

Cited by 38 publications

References 15 publications

Problem Based Learning (PBL): A Novel and Effective Tool of Teaching and Learning

Problem Based Learning (PBL): A Novel and Effective Tool of Teaching and Learning

Percepções de Alunos de Medicina sobre Método Ativo de Ensino e Aprendizagem

A comparison between the effectiveness of PBL and LBL on improving problem-solving abilities of medical students using questioning

Contact Info

Product

Resources

About