Comparing and Contrasting the Use of Problem-Based Learning in Child and Adolescent Psychiatry Programs

Peeples, Dale; Guerrero, Anthony; Bernstein, Bettina; Hunt, Jeffrey; Ong, Say How; Santos, Cynthia W.; Sexson, Sandra B.; Skokauskas, Norbert

doi:10.1007/s40596-017-0719-z

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…Both approaches leverage the wellestablished benefits of active learning [6]. While there are a handful of reports describing problem-based learning in postgraduate psychiatric education [7][8][9][10], we could not find any published examples of case-based learning in this setting. Nevertheless, we chose to replace the monthly lectures with a weekly, case-based course for several reasons: (1) small group tutorials could create conditions for more active learning; (2) more frequent classes could support improved focus and concentration; (3) more frequent meetings could prompt residents to connect theory with practice more frequently; (4) carefully developed cases could enable a more intentional formal curriculum, avoiding the gaps and redundancies that had been noted in resident feedback; and (5) the more directive casebased approach was felt to be more suitable for senior residents who have limited time for the inquiry of the more open-ended process of problem-based learning.…”

Section: Context and Rationalementioning

confidence: 94%

Using Case-Based Learning in Residency to Support the Development of Adaptive Expertise in Working with People Living with Severe Mental Illness

et al. 2022

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Section: Context and Rationalementioning

confidence: 94%

Using Case-Based Learning in Residency to Support the Development of Adaptive Expertise in Working with People Living with Severe Mental Illness

et al. 2022

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“…It may reflect a weakness of standardized tests developed for knowledge assessment (rather than application) as an outcome measure. Thus, identifying successful assessment methods of modern educational formats, as well as more effective measures of residents' satisfaction and the impact on their clinical competence, is fundamental (5,31).…”

Section: Quantitative Perspectivesmentioning

confidence: 99%

Active Learning in Psychiatry Education: Current Practices and Future Perspectives

et al. 2020

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Over the past few decades, medical education has seen increased interest in the use of active learning formats to engage learners and promote knowledge application over knowledge acquisition. The field of psychiatry, in particular, has pioneered a host of novel active learning paradigms. These have contributed to our understanding of the role of andragogy along the continuum of medical education, from undergraduate to continuing medical education. In an effort to frame the successes and failures of various attempts at integrating active learning into healthcare curricula, a group of educators from the A. B. Baker Section on Neurological Education from the American Academy of Neurology reviewed the state of the field in its partner field of medical neuroscience. Herein we provide a narrative review of the literature, outlining the basis for implementing active learning, the novel formats that have been used, and the lessons learned from qualitative and quantitative analysis of the research that has been done to date. While preparation time seems to present the greatest obstacle to acceptance from learners and educators, there is generally positive reception to the new educational formats. Additionally, most assessments of trainee performance have suggested non-inferiority (if not superiority). However, occasional mixed findings point to a need for better assessments of the type of learning that these new formats engender: knowledge application rather than acquisition. Moreover, this field is relatively nascent and, in order to ascertain how best to integrate active learning into psychiatry education, a framework for quantitative outcome assessments is needed going forward.

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“…The PBL model is not specifically intended to improve academic skills, but also to empower capabilities or abilities (Sonmez, Duygu -Lee, 2003). The PBL model can integrate knowledge and practice well in learning (Savery, 2006;Stankunas, Czabanowska, Avery, Kalediene, & Babich, 2016) and can also be integrated into various ways, tailored to the needs of the institution (Peeples et al, 2017). Research at the Dental School in India, students desire to have active student-centered learning with more clinically oriented teaching using audio-visual aids with comprehensive patient care training to assist in their future clinical practice (Sen & Kundabala, 2018).…”

Section: Introductionmentioning

confidence: 99%

Improving Competency Management of Public Health Center In Indonesia Using The Problem Based Learning Model

Salim¹,

Setyosari²,

Kamdi³

et al. 2019

Journal for the Education of Gifted Young Scientists

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The ineffectiveness of the existing training model in Indonesia, especially for remote area health center managers, needs to develop a Problem Based Learning model that is appropriate to the problems in the area. The research method uses quasiexperimental, pre-test and post-test control group design. The study subjects consisted of 26 Public Health Centre heads from remote areas in South Sulawesi Province. The data collection instrument used was pre-test and post-test with Alpha Cronbach reliability coefficient of 0.938. The results showed that group competencies taught with Problem Based Learning (̅ =88.72) were better than group competencies taught by direct learning methods (̅ =73.33). Results showed a significant difference between the experimental group and the control group (p=.022). The correlation coefficient between the post-test score and the answer score of the Problem Based Learning worksheet shows positive significance (p=.000). The use of Problem Based Learning in teaching planning material results in the planning of community health centers in accordance with the problems found in the working area.

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Comparing and Contrasting the Use of Problem-Based Learning in Child and Adolescent Psychiatry Programs

Cited by 5 publications

References 8 publications

Using Case-Based Learning in Residency to Support the Development of Adaptive Expertise in Working with People Living with Severe Mental Illness

Using Case-Based Learning in Residency to Support the Development of Adaptive Expertise in Working with People Living with Severe Mental Illness

Active Learning in Psychiatry Education: Current Practices and Future Perspectives

Improving Competency Management of Public Health Center In Indonesia Using The Problem Based Learning Model

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