Assessment of collaborative problem solving skills in Undergraduate Medical Students at Ziauddin College of Medicine, Karachi

Abstract

Objective:Collaborative Problem Solving Empirical Progressions from the Assessment and Teaching of 21st Century Skills (ATC21S) framework were used to determine the level of collaborative problem solving skills (CPS) in first, second and third year MBBS students at Ziauddin College of Medicine during Problem-Based Learning (PBL) sessions. Variations based on gender and roles were studied.Methods:It is an analytical comparative cross-sectional study in which seven PBL groups were selected per year by non-probability convenient sampling. Data was collected using the Collaborative Problem Solving Five Strands Empirical Progressions by the primary investigator through observation of the students during PBL sessions. Duration of study was six months.Results:We found that in our students, development of social dimension skills is facilitated to a greater extent than the development of cognitive dimension skills through the process of PBL. These skills are generally better developed in the leader compared to the scribe and members in a group. They are also more developed in females compared to males. Modification in them is also observed as the year's progress.Conclusion:Although PBLs facilitate development of CPS skills' progression however in our curriculum, PBLs mainly focus on social skills development and have less emphasis on cognitive skill development. Thus, hybrid instructional strategies with components from TBL and mentorship are recommended for better development of CPS skills.

Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review

“…We found five studies in this scoping review that focused on these outcomes and all of them described that a curriculum centered on PBL seems to instill more confidence in social and communication skills among students. Students perceived PBL positively for teamwork, communication skills and interpersonal relations [ 44 , 45 , 67 , 75 , 82 ].…”

“…The effectiveness of the PBL methodology has also been explored in other outcomes such as the ability to solve problems and to self-directed learning. All studies have shown that PBL is more effective than lecture-based learning in problem-solving and self-learning skills [ 18 , 24 , 40 , 48 , 67 , 75 , 93 , 104 , 124 ]. One single study found a poor accuracy of the students’ self-assessment when compared to their own performance [ 125 ].…”

Problem-based learning in medical degree teaching: a scoping review

“…We found ve studies in this scoping review that focussed on these outcomes and all of them described that a curriculum centred on PBL seems to instil more con dence in social and communication skills among students. Students perceived PBL positively for team work, communication skills and interpersonal relations (Seneviratne et al 2001;Suleman et al 2010;Hande et al 2015;Al-Shaikh et al 2015;Mughal & Shaikh 2018).…”

“…The effectiveness of the PBL methodology has also been explored in other outcomes such as the ability to solve problems and to self-directed learning. All studies have shown that PBL is more effective than lecture-based learning in problem-solving and self-learning skills (Casassus et al 1999;Seneviratne et al 2001;Whit eld et al 2002;Ding et al 2014;Balendran & John 2017;Mughal & Shaikh 2018;Yadav et al 2018;Villamor 2001;Demiroren et al 2016).…”

Соціально-Психологічні Аспекти Формування Професійної Компетентності Студента-Медика Під Час Вивчення Дисципліни «педіатрія»

“…-поведінкового -який виявляється через самопрезентацію та саморегуляцію, а результативно -через включеність у професійне співтовариство та сформованість професійної інтернальності (Денисова, 2008;Орбан-Лембрик, 2009;Mughal, 2018).…”