Problem-based learning in laboratory medicine resident education: a satisfaction survey

Lepiller, Quentin; Solis, Morgane; Velay, Aurélie; Gantner, Pierre; Sueur, Charlotte; Stoll‐Keller, Françoise; Barth, Heidi; Fafi‐Kremer, Samira

doi:10.1684/abc.2017.1236

Cited by 7 publications

(5 citation statements)

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“…Medical virology lends itself well to hybrid courses in which complex theoretical knowledge can be acquired online and know-how can be developed during face-to-face teaching sessions. Innovative teaching and learning techniques in virology are now emerging; they range from picture-card and memory-card methods [12] to the reverse classroom [13] and the creation of virtual viruses [14].…”

Section: Introductionmentioning

confidence: 99%

Development and Evaluation of a Hybrid Course in Clinical Virology at a Faculty of Pharmacy in Lille, France

Goffard¹,

Odou²,

Aliouat³

et al. 2019

JMIR Med Educ

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Background During their studies, pharmacy students must acquire the specific skills in clinical virology required for their subsequent professional practice. Recent experiments on teaching and learning in higher education have shown that hybrid courses strengthen the students’ commitment to learning and enable high-quality knowledge acquisition. Objective This study concerned the design and deployment of a hybrid course that combines face-to-face and Web-based instruction in clinical virology for fourth-year pharmacy students. The study’s objectives were to (1) measure the students’ level of involvement in the course, (2) gauge their interest in this type of learning, and (3) highlight any associated difficulties. Methods The study included 194 fourth-year pharmacy students from the Lille Faculty of Pharmacy (University of Lille, Lille, France) between January and June 2017. The students followed a hybrid course comprising an online learning module and 5 tutorial sessions in which professional situations were simulated. The learning module and 3 online evaluation sessions were delivered via the Moodle learning management system. Each tutorial session ended with an evaluation. The number of Moodle log-ins, the number of views of learning resources, and the evaluation marks were recorded. The coefficient for the correlation between the marks in the online evaluation and those in the tutorials was calculated. The students’ opinions and level of satisfaction were evaluated via a course questionnaire. Results The course’s learning resources and Web pages were viewed 21,446 and 3413 times, respectively. Of the 194 students, 188 (96.9%) passed the course (ie, marks of at least 10 out of 20). There was a satisfactory correlation between the marks obtained in the online evaluations and those obtained after the tutorials. The course met the students’ expectations in 53.2% of cases, and 57.4% of the students stated that they were able to work at their own pace. Finally, 26.6% of the students stated that they had difficulty organizing their work around this hybrid course. Conclusions Our results showed that pharmacy students were strongly in favor of a hybrid course. The levels of attendance and participation were high. However, teachers must be aware that some students will encounter organizational difficulties.

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Section: Introductionmentioning

confidence: 99%

Development and Evaluation of a Hybrid Course in Clinical Virology at a Faculty of Pharmacy in Lille, France

Goffard¹,

Odou²,

Aliouat³

et al. 2019

JMIR Med Educ

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“…O PBL promove um alto nível de satisfação dos estudantes, um aumento do interesse por problema situacional, e pela motivação durante as discussões em grupo pelo caráter altamente interativo da metodologia (FOREHAND et al, 2022;LEPILLER et al, 2017;LIN et al, 2022;MARINZECK et al, 2019). Essa metodologia torna a aprendizagem mais "viva" e "ativa" o que contribui para satisfação do aluno, pois assumem a responsabilidade por sua própria aprendizagem.…”

Section: Resultsunclassified

“…Essa metodologia torna a aprendizagem mais "viva" e "ativa" o que contribui para satisfação do aluno, pois assumem a responsabilidade por sua própria aprendizagem. Além disso, o PBL estimula os residentes a adquirirem a habilidade de aprendizagem autônoma (LEPILLER et al, 2017;LIN et al, 2022).…”

Section: Resultsunclassified

Análise do uso da Aprendizagem Baseada em Problemas nas residências multiprofissionais em saúde: revisão integrativa

Abreu,

Teixeira,

Bosco

et al. 2024

CLCS

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O Aprendizado Baseado em Problemas (PBL) se organiza em investigações de problemas reais, considerando o contexto profissional e/ou cotidiano do estudante. Aplicado em 7 etapas: leitura do problema, identificação e esclarecimento de termos desconhecidos; identificação dos problemas; formulação de hipóteses explicativas para questões identificadas com conhecimento prévio docente; redação do resumo das hipóteses; formulação dos objetivos de aprendizado; estudo dos assuntos levantados; e retorno ao grupo para rediscussão do problema. Portanto o objetivo desta revisão é analisar o PBL na aprendizagem em saúde nas residências multiprofissionais. Trata-se de uma revisão integrativa que seguiu as recomendações PRISMA2020, estruturada através das bases: SCOPUS, PubMed/MEDLINE, SciELO, BVS, EPOC-Cochrane, ERIC, GOOGLE SCHOLAR, e ScienceDirect. Obteve-se 24 artigos elegíveis, 92% observacionais, 33% publicados em 2020, favorável ao uso do PBL em 87,5%, e 50% aplicados no contexto das residências. O PBL favorece a aprendizagem em saúde, sendo eficaz no ensino, motivacional, interativo e desenvolvendo habilidades.

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“…The PBL curriculum was applied to laboratory medicine residents in France. This study done by Lepiller Q et al noted that PBL could be instrumental in motivating students and boosting their interest towards learning virology [ 9 ].…”

Section: Discussionmentioning

confidence: 99%

Creating a Student-centered Learning Environment: Implementation of Problem-based Learning to Teach Microbiology to Undergraduate Medical Students

Kandi

Basireddy

2018

Cureus

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IntroductionMedical education involves training necessary to become a physician or a surgeon. This includes various levels of training like undergraduate, internship, and postgraduate training. Medical education can be quite complex, since it involves training in pre-clinical subjects (anatomy, physiology, biochemistry), the para-clinical subjects (microbiology, pathology, pharmacology, and forensic medicine), and a discrete group of clinical subjects that include general medicine, surgery, obstetrics and gynaecology, ear, nose and throat specialization, paediatrics, cardiology, pulmonology, dermatology, ophthalmology, and orthopaedics, and many other clinical specializations and super specialities (cardio-thoracic surgery, neurosurgery, etc.). Training medical students involves both classroom teaching and practical applications. Classroom teaching is usually confined to didactic lectures, where the teacher unilaterally disseminates the information. This kind of teaching was recently noted to be not very effective in producing better quality medical graduates. The present study aims to introduce problem-based learning (PBL) to teach microbiology to undergraduate medical students and evaluate their perception towards such type of learning.MethodsA total of 159 students were included in the study. An informed and oral consent was obtained from each participant, and the study was approved by the institutional ethical committee. All the students included in the study were grouped into 14 groups of 11-13 students. Students were carefully grouped ensuring that each group had a good mix that included different levels of achievers. Students were given a detailed introduction to the exercise before they started it. A questionnaire that consisted of 11 points was given to the students and they were asked to give feedback (strongly disagree, disagree, agree to some extent, agree, strongly agree) both on the functioning of PBL and the tutor performance during PBL.ResultsThe study included a total of 159 students. Among the study participants, 55 (35%) were male and 104 (65%) were female. There was a positive response towards PBL being instrumental in improving cognitive skills as evidenced by the results (females (59%) and males (29%)) (p=0.191). We found that 61% females and 30% males felt that PBL was the best learning technique, as compared to traditional teaching (p=0.241). Most students were happy with the number of students in a group (females (63%) and males (34%)), but a few students felt that there would have been an improvement in the learning process if the groups were smaller (<10 students) (p=0.239). A positive response was given by the students regarding the feedback encouragement provided by the tutor (females (43%) and males (27%)) (p=0.253). Tutor evaluation by the students revealed some interesting observations, which include an agreement by most students that the tutor had completely avoided traditional teaching (females (55%), males (32%)) during the PBL sessions (p=0.001).ConclusionMost students liked PB...

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Problem-based learning in laboratory medicine resident education: a satisfaction survey

Cited by 7 publications

References 0 publications

Development and Evaluation of a Hybrid Course in Clinical Virology at a Faculty of Pharmacy in Lille, France

Development and Evaluation of a Hybrid Course in Clinical Virology at a Faculty of Pharmacy in Lille, France

Análise do uso da Aprendizagem Baseada em Problemas nas residências multiprofissionais em saúde: revisão integrativa

Creating a Student-centered Learning Environment: Implementation of Problem-based Learning to Teach Microbiology to Undergraduate Medical Students

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