Problem-based learning in distance education: a first exploration in continuing medical education

Abstract

The Wellcome Tropical Institute has assisted countries in the tropics to establish viable systems of continuing medical education, particularly for young doctors practising in rural areas. As part of this strategy the Institute has developed material for use in distance learning. The first attempt to apply the problem-based learning approach to written material for use by an individual learner in the absence of a tutor led to a trial in Ghana, Kenya and Pakistan to compare a conventionally designed module with a problem-based learning module on the same topic for their respective acceptability, effectiveness and efficiency. The design, implementation and results of these three comparative trials are presented.

Effect of the Maternal Care Manual of the Perinatal Education Programme on the Ability of Midwives to Interpret Antenatal Cards and Partograms

“…Engel et al 13 and Ndeki et al 14 used assignments that had to be submitted, whereas Maclean and Tickner 15 as well as Taylor 16 used checklists to evaluate the progress of students. Harlan et al 17 used a written paper as a posttest only.…”

Improved Practical Skills of Midwives Practicing in the Eastern Cape Province of the Republic of South Africa Through the Study of a Self-Education Manual

“…Engel et al 11 used written answers to questions and exercises that had to be submitted as tasks. Taylor 12 16 regarding the implementation of a Perinatal Continuing-Education Program in China did include observations on clinical practice.…”

A Descriptive Analysis of a Problem-Based Learning Police Academy

“…Specifically, resistance toward removing what had become revised and institutionalized training curricula cultivated over many years. Recognizing this specific issue presented a unique opportunity from an evaluation perspective, as the implementation within the medical education community was done so because of considerable commitment, investment, and support of medical training staff and administrators (Engel et al, 1992;Finucane et al, 1998). Implementing PBL within the academy occurred with minimal transition of new training staff, allowing for a similar method.…”