Problem-Based Learning in an Interdisciplinary Setting

Urbina, Christopher; Hess, Darlene; Andrews, Ron; Hammond, Ray; Hansbarger, Clark

doi:10.1097/00003727-199704001-00002

Cited by 9 publications

(5 citation statements)

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“…Another key factor, also frequently mentioned by other interdisciplinary programmes, is the need for a dedicated core faculty (Larson 1995; Fagin 1992; Gallmeier & Bonner 1992; Brandt 1997; Duerst et al . 1997; Urbina et al . 1997; Harris et al .…”

Section: Discussionmentioning

confidence: 99%

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Interdisciplinary health professional education in rural New Mexico: a 10 year experience

Geller

Rhyne

Hansbarger

et al. 2002

Learn Health Soc Care

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The New Mexico Rural Health Interdisciplinary Program was initiated in 1990 to meet the need for interdisciplinary health professional student training and to advance the recruitment and retention of health professionals in rural healthcare shortage areas. This paper describes the New Mexico programme, including its interdisciplinary problem‐based learning format and mechanisms for generating community involvement, and reports the evaluation findings and lessons learned from 10 years of programme experience. The New Mexico programme utilizes student‐centred, problem‐based learning (PBL) as an educational format and currently involves 12 healthcare disciplines in six communities throughout the state. Evaluation has focused on differences in student attitudes about and confidence in interdisciplinary and rural practice prior to and upon completion of the programme, as well as change in student expectations of consulting with other health professionals. A pre‐test/post‐test survey was used to assess change. The growth of the programme provides some evidence of its success. Results indicate a consistent change in attitude of participants towards greater confidence to work in rural settings and with interdisciplinary teams and an increased expectation to consult with other healthcare professionals. The lessons of this 10 year training experience include the compatibility of PBL to an interdisciplinary training model, the importance of scheduling to facilitate optimal participation, the need for a dedicated core faculty, the worth of informal as well as formal interdisciplinary student interaction, the need to cultivate community relationships and support and the challenge of programme evaluation.

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Section: Discussionmentioning

confidence: 99%

“…Information is then collected to answer questions, clarify hypotheses and select a best solution. The traditional PBL model, well suited to medical diagnosis, has evolved over the years to better meet the needs of the interdisciplinary setting (Moore‐West & O’Donnell 1985; Bruhn 1997; Urbina et al . 1997).…”

Section: Programme Descriptionmentioning

confidence: 99%

Interdisciplinary health professional education in rural New Mexico: a 10 year experience

Geller

Rhyne

Hansbarger

et al. 2002

Learn Health Soc Care

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“…Despite recent studies which have highlighted the need for more appropriate multidisciplinary/team education 4,5 , this project has been one of the few to have addressed this issue. The approach to education was that of problem-based learning 6 , structured around real case examples. Similar work has been achieved in the area of medical education for health professionals, in the field of paediatrics and child health 7 .…”

Section: Methodsmentioning

confidence: 99%

Child development services: A multidisciplinary approach to professional education via videoconference

et al. 2002

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summary We have piloted a monthly series of multidisciplinary case discussions via videoconference in the area of child development. The project provided a forum for clinical discussion of complex cases, peer review, professional development and networking for allied health professionals and paediatricians. Six sites in Queensland participated in the project; each site presented at least one case for discussion. The videoconferences ran for 90 min each and were attended by an average of 26 health professionals. The response rate for a questionnaire survey was 71%. The respondents rated the effectiveness of case summaries and the follow-up newsletter very positively. Despite some early difficulties with the technical aspects of videoconferencing, the evaluation demonstrated the participants’ satisfaction with the project and its relevance to their everyday practice.

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“…In 1996, faculty members developed a set of guidelines for students to adhere to in developing cases (Urbina et al, 1997). Students received instruction in using the guidelines to write effective cases.…”

Section: Case Guidelinesmentioning

confidence: 99%

“…Rural educational experiences have been associated with choosing rural practice (McAllister et al, 1998;Hart et al, 2003). Interdisciplinary PBL has been used in a number of rural interdisciplinary training programs (Urbina et al, 1997;Slack et al, 2002) and identified as a potential method to teach respect and understanding of health professional roles, and facilitate development of team skills (Hughes & Lucas, 1997;Hall & Weaver, 2001;Geller et al, 2002;D'Eon, 2005).…”

Section: Introductionmentioning

confidence: 99%

Student-developed problem-based learning cases: Preparing for rural healthcare practice

VanLeit

Cubra²

2005

Education for Health: Change in Learning & Practice

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Problem-Based Learning in an Interdisciplinary Setting

Cited by 9 publications

References 1 publication

Interdisciplinary health professional education in rural New Mexico: a 10 year experience

Interdisciplinary health professional education in rural New Mexico: a 10 year experience

Child development services: A multidisciplinary approach to professional education via videoconference

Student-developed problem-based learning cases: Preparing for rural healthcare practice

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