Randomized trial of problem-based versus didactic seminars for disseminating evidence-based guidelines on asthma management to primary care physicians

White, Marc; Michaud, Gaëtane; Pachev, George; Lirenman, David S.; Kolenc, Anna; FitzGerald, J. Mark

doi:10.1002/chp.1340240407

Cited by 44 publications

(35 citation statements)

References 7 publications

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“…33 The positive feedback received particularly for the interactive style of teaching is consistent with the results of other studies which show that interactive discussions are more popular with students and teachers than more didactic approaches. 34,35 Previous studies have also shown that student motivation is also heightened by an interactive style of teaching [36][37][38] which might explain some of the student's perceived attitude changes regarding psychiatry and also their enthusiasm for psychiatry following the course.…”

Section: Comparison With Other Studiesmentioning

confidence: 99%

Use of interactive teaching techniques to introduce mental health training to medical schools in a resource poor setting

et al. 2013

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Objective: There are currently no practising psychiatrists in Somaliland. In 2007 the first medical students graduated from universities in Somaliland without mental health training. We aimed to pilot an intensive but flexible package of mental health training to all senior medical students and interns using interactive training techniques and to evaluate its effectiveness by assessing knowledge, skills and attitudes. Methods: Teaching techniques included didactic lectures, case based discussion groups and role playing. Informal feedback informed a flexible teaching package. Assessment tools designed specifically for this course included a pre and post course MCQ exam and an OSCE. Changes in students' attitudes were evaluated using a questionnaire administered before and after the course. In addition, a questionnaire administered following the course evaluated the changes students perceived in their knowledge and attitudes to mental health. Results: The MCQ improved from 50.7% pre course to 64.4% post course (p=9.73 E-08). Students achieved an average overall OSCE mark of 71%. The pre and post attitudes questionnaire was most significantly different for statements relevant to aetiology, stigma and the overlap between mental and physical health. The statement most strongly agreed with after the course was 'I now understand more about the overlap between mental and physical health'. Conclusion: Interactive teaching provided a learning experience for both students and trainers. On site and distance learning based on the teaching described here has widened the scope of the training possible in psychiatry and allowed the provision of regular teaching, supervision and peer support in Somaliland. However, the current lack of local expertise means that important issues of sustainability need to be considered in future work

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Section: Comparison With Other Studiesmentioning

confidence: 99%

Use of interactive teaching techniques to introduce mental health training to medical schools in a resource poor setting

et al. 2013

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“…While typically there is no significant difference in academic achievement between PBL and traditional students (Albanese and Mitchell, 1993;White et al, 2004), research indicates that students develop an improved attitude towards learning and higher level thinking skills when PBL is used -for example, critical analysis, problem solving and reflection (Heliker, 1994). Spronken-Smith (2005) reported that students perceived greater development of problem-solving and analytical skills following a PBL module in research methods.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates

Martin

West²,

Bill³

2008

JoHLSTE

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This study investigated the impact of a 12-week problem-based learning (PBL) intervention on three psychological constructs (motivation, locus of control and self-esteem) linked to learner autonomy. Results indicated that there was a significant increase in the students' intrinsic motivation (P<0.05) and a non-significant shift towards an internal locus of control after the intervention period. Students perceived the benefits of PBL to be the opportunity to work in teams and to consider a wider knowledge base. A short course of PBL was successful in developing learner autonomy and other key employability skills alongside the application of content knowledge.

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“…While some authors have argued that various alternative teaching methods are superior to lectures, [68][69][70] many studies have demonstrated that these alternatives are merely equivalent or perhaps even inferior to didactic teaching. [71][72][73][74][75][76][77][78][79][80] Some educators believe that lectures by experts in specific areas of medicine may still have value, although some limited data suggest that expert guest speakers at grand rounds do not produce increased knowledge retention. 81 What Strategies Are Available to Enhance Didactic Learning Sessions Within EM Programs and How Should Their Success Be Measured?…”

Section: Consensus Statement On Simulation-based Medicalmentioning

confidence: 99%

Evaluating Educational Interventions in Emergency Medicine

Deiorio

Fitch

Jung

et al. 2012

Academic Emergency Medicine

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This article presents the proceedings of the 2012 Academic Emergency Medicine consensus conference breakout group charged with identifying areas necessary for future research regarding effectiveness of educational interventions for teaching emergency medicine (EM) knowledge, skills, and attitudes outside of the clinical setting. The objective was to summarize both medical and nonmedical education literature and report the consensus formation methods and results. The authors present final statements to guide future research aimed at evaluating the best methods for understanding and developing successful EM curricula using all types of educational interventions.ACADEMIC EMERGENCY MEDICINE 2012; 19:1442-1453© 2012 by the Society for Academic Emergency Medicine T he May 2012 Academic Emergency Medicine consensus conference "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" represented the culmination of the efforts of interested medical educators in determining the current state and future direction of research in emergency medicine (EM) education. This article summarizes the efforts of our breakout session evaluating current knowledge regarding educational interventions in EM and identifying prioritized future directions for research.We reviewed the literature and outcome data on currently available teaching methods. Greatest importance was placed on higher-level outcome data using Kirkpatrick's evaluation model. 1 In this model, there are four levels of evaluation that roughly proceed from the easiest to measure to the most difficult and time-consuming. The first level is reaction and encompasses participant satisfaction and attitudes about the educational intervention. These outcomes are relatively easy to measure through questionnaires given to the participants and are thus common in evaluation studies. The second level is learning, which focuses on changes in knowledge, skills, and attitudes or values. These outcomes are commonly measured through tests and similar assessment tools. The third level is behavior as demonstrated in what the participants can do in the context of relevant tasks and situations. Common measures of this level of outcomes are standardized patient interactions, simulation, and case scenarios. The fourth level is results and is measured in the context of real-world practice. The current emphasis on work-based assessment 2,3 and multisource assessments 4 are examples of measures that seek to quantify these performance outcomes.

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Randomized trial of problem-based versus didactic seminars for disseminating evidence-based guidelines on asthma management to primary care physicians

Cited by 44 publications

References 7 publications

Use of interactive teaching techniques to introduce mental health training to medical schools in a resource poor setting

Use of interactive teaching techniques to introduce mental health training to medical schools in a resource poor setting

Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates

Evaluating Educational Interventions in Emergency Medicine

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