Cystic Fibrosis in Medical Education

Abstract

Aim: The aim of the present study was to introduce the Problem Based Learning (PBL) module on cystic fibrosis applied in Akdeniz University Medical School, to present the feedbacks of the tutors and the students about the module and to evaluate the student success achieved in the module. Method:The study group consists of all first semester students (n=208) and the tutors in charge of this PBL module (n=21).In order to acquire the feedbacks of the students and tutors on the scenario and the implementation of the PBL module, a questionnaire consisting of six questions was administered to the study group at the final session of the PBL course. Additionally, another questionnaire was administered to the students to determine the opinions of the students about whether the module positively contributed to their present knowledge level.Results: 94.7% of the students (n=197) and 85.7% of the tutors (n=18) responded to the feedback form aimed at receiving the feedbacks on the scenario and implementation of the PBL module. The responses given to this questionnaire showed that the tutors and the students gave identical scores to all the items and there was not a statistically significant difference between the two groups. The average PBL exam score of the students was 112.3 (maximum score=150) and their average course committee examination score was 539.7 (maximum score=850). Conclusion:As a result, it was determined that the feedbacks of the students and tutors about the PBL module on cystic fibrosis, a fatal health problem that has received attention in the recent years, were positive and high student success was achieved with the module. IntroductionSince 1970s, there has been a tendency to revise educational programs, implement up-to-date and novel methods and focus on student-oriented education in order to educate better qualified doctors [1,2]. In our country, the milestones of this change process are the student-oriented education, which began to be implemented in 1997, and the National Seed Program, which was published in 2001 [3,4]. One important purpose of these changes is to furnish the students with the adequate knowledge and skills that they need in approaching frequently seen diseases and to bring about a change in their attitude. Studentoriented instructional methods contribute greatly to the achievement of this purpose [5]. The most commonly used student-oriented educational method is Problem-Based Learning (PBL). This educational model helps the student to develop the skills of using his/her knowledge in problem-solving, analyzing and synthesizing information, determining what he/she needs to learn and finding out how to access the knowledge he/she lacks. In the end, the student becomes able to synthesize and analyze information, acquires the ability of lifelong learning [6][7][8] and learns where and how to use the knowledge he/she gained [9,10]. These benefits of PBL make it increasingly more popular in the medical schools throughout the world.The most important instrument of PBL in achieving ...