Problem‐based learning in medical education: one of many learning paradigms

Bokey, Les; Chapuis, Pierre; Dent, Owen F.

doi:10.5694/mja13.00060

Cited by 20 publications

(17 citation statements)

References 24 publications

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“…One of the concerns about this educational style, however, is the impact it may have had on individual disciplines. Certainly, it has been suggested that this change has been detrimental to surgical teaching due to a decline in dissection‐based anatomy and relatively few PBL cases with surgical themes . This may, similarly, have impacted on the teaching of sub‐specialties such as dermatology in the preclinical years.…”

Section: Discussionmentioning

confidence: 99%

Dermatology teaching in Australian Medical Schools

et al. 2016

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Section: Discussionmentioning

confidence: 99%

Dermatology teaching in Australian Medical Schools

et al. 2016

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“…Of the recent medical education transformations, the age of the medical school, rather than the entry requirements, length of the program or number of commencing students, was found to be the most significant factor influencing whether a medical school currently offers a dissection program or not. In the present study, all of these factors, which have been suggested to have contributed to the decline of dissection in medical education (Leung et al, ; Bokey et al, ) were identified as challenges to the effective incorporation of traditional dissection in the modern medical curricula. The results of the present study have demonstrated that a range of methods that are sympathetic to the local medical curriculum have been adopted to successfully integrate dissection into the modern medical curriculum.…”

Section: Discussionmentioning

confidence: 61%

Current integration of dissection in medical education in Australia and New Zealand: Challenges and successes

Bouwer

Valter

Webb

2015

Anatomical Sciences Ed

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The reduced use of dissection associated with the introduction of integrated systems problem-based learning curricula, graduate-entry programs and medical school expansion is a frequent topic of discussion and debate in modern medical training. The purpose of this study was to investigate the impact of these changes to the medical education landscape, by looking at the current utilization and integration of dissection in medical schools, in Australia and New Zealand. A survey and an invitation to participate in an interview were distributed to all Australian Medical Council-accredited medical schools. Sixteen schools (76%) responded to the survey and five interviews (24%) were conducted. Dissection was a component of the medical program in 12 of the 16 schools surveyed. The opportunity for medical students to dissect human cadavers was found to be related to whether the medical school was established pre- or post-2000 (P = 0.003) but was not significantly associated to undergraduate- or graduate-entry (P = 0.64), program length (P = 0.59) or the number of commencing students (P = 0.07). The methods used for the delivery and integration of dissection varied between schools. Despite substantial changes to the delivery of anatomy in Australian and New Zealand medical schools, a variety of approaches have been adopted to ensure dissection remains an integral component of medical student education. Based on our findings, a number of recommendations were formulated to encourage the integration of dissection, regardless of the didactics of the program, to enhance the anatomical knowledge of students.

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“…In the past few decades, medical education has undergone significant changes including growth in graduate‐entry medical degrees, problem‐based curricula and the widespread transition to Doctor of Medicine (MD) programmes . Greater emphasis is now placed on communication, ethics, clinical research, self‐motivated learning and a multidisciplinary approach to illness . Despite these new teaching models, graduating doctors are consistently exhibiting poor oncology knowledge and skills .…”

Section: Discussionmentioning

confidence: 99%

“…11,12 Greater emphasis is now placed on communication, ethics, clinical research, self-motivated learning and a multidisciplinary approach to illness. 13 which is not preparing junior doctors for current practice. [14][15][16][17] This is the first study to assess the extent of radiation oncology teaching in Australian and New Zealand medical schools.…”

Section: Discussionmentioning

confidence: 99%