Implementation of problem-based learning in Asia: similarities between Far East and Middle East medical schools

Yazigi, Alexandre; Nemr, Elie; Jaoude, Simon Abou

doi:10.1111/j.1365-2923.2004.01758.x

Cited by 5 publications

(5 citation statements)

References 2 publications

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“…Although the majority of studies on the implementation of PBL in non-Western settings has been conducted in East Asia, the few studies that were conducted in the Middle East suggested that similar issues and difficulties with PBL are encountered in this region, and that these seem to be, at least partially, attributable to cultural factors (Bridger 2007;Frambach et al 2012;Mpofu 1999;Yazigi, Nemr and Abou Jaoude 2004). Based on these Frambach et al -Quiet or questioning?…”

Section: The Case Of Problem-based Learningmentioning

confidence: 99%

Quiet or questioning? Students' discussion behaviors in student-centered education across cultures

Frambach

Driessen

Beh

et al. 2013

Studies in Higher Education

103

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Frambach et al.-Quiet or questioning? Students' discussion behaviors in student-centered education across cultures 2 Quiet or questioning? Students' discussion behaviors in student-centered education across cultures A tool used in student-centered education is discussion among students in small learning groups. The Western origin of student-centered education,coupled with cross-cultural differences in communication styles,may detract from its crosscultural applicability. This study investigates how in student-centered education, students' cultural backgrounds are expressed in discussions and shape students' discussion behaviors and skills. A comparativecase study was conducted, using problem-based learning as a student-centered model, in three medical schools located in East Asia, Western Europe and the Middle East. Four cultural factors were found to potentially cause students, especially those in the non-Western schools, to refrain from speaking up, asking questions, and challenging others in discussions. Six contextual factors mediated the influence of the cultural factors. The findings were incorporated in a conceptual model. The conclusion seems justified that student-centered education is feasible in different cultural contexts, but across these contexts, processes and outcomes are likely to differ.

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Section: The Case Of Problem-based Learningmentioning

confidence: 99%

Quiet or questioning? Students' discussion behaviors in student-centered education across cultures

Frambach

Driessen

Beh

et al. 2013

Studies in Higher Education

103

View full text Add to dashboard Cite

show abstract

“…In addition to teaching abilities students valued the personality aspects of a tutor (Lin 2005). Another example comes from the experiences of Lebanese tutors who reported that their students had difficulty in getting involved in discussion and in seeking information without guidance (Yazigi et al 2004). However, it has been reported that PBL was successfully implemented in some Asian medical schools (Khoo 2003;Kassab et al 2005).…”

Section: Memorisation Versus Understandingmentioning

confidence: 99%

Are Asian international medical students just rote learners?

Tavakol

Dennick

2009

Adv in Health Sci Educ

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A wide variety of countries are seeking to attract international medical students. This could be due to the fact that their universities not only receive the economic benefit from these students, but also because they recognise the issues of cultural diversity and pedagogical practice. This review paper draws on literature to understand more fully the learning process of Asian international students. Whereas views on learning are different across cultures, medical school teachers must understand how Asian international students learn based on their culture. Two general themes emerged from the literature review: firstly culture's influence on learning and secondly memorisation versus understanding, both of which relate to the learning process of Asian international students. This study shows that Asian international students have a different approach to learning, which is not just about rote learning. Changes in attitudes towards Asian international students may stimulate the internationalisation of a more culturally sensitive form of medical education. The paper suggests further work on the area of appreciative thinking in order to identify the epistemological and ontological dimensions for a flexible approach to learning.

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“…The objective of this training is that physicians, medical technologists and nurses will become sufficiently familiar with current knowledge in the basic areas to allow him or her to serve as consultants, TM technologists and TM nurses to clinical physicians and to understand the importance of providing what we all are aiming at safe blood. Teaching methods in common use are lecture method, guided discussion method and demonstration-performance method [14]. Computer-based programmes are currently available and can be very effective in updating the staff with knowledge and new techniques.…”

Section: The Need and Methods Of Trainingmentioning

confidence: 99%

The impact of training in transfusion medicine

Damanhouri¹

2009

ISBT Science Series

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Background Basic training skills and program for all health care providers working in the blood transfusion services is important and essential. All blood transfusion staff should have active participation in a training program that includes teaching all national and international regulations related to blood transfusion administration and guidelines of safe blood and blood products. The blood bank staff (physicians, medical technologists and nurses) should pass proper assessment procedures in order to work in this vita health related services. All staff working in blood transfusion services should receive a proper education and learning skills in this field of medicine. Awareness of blood safety and Good Manufacturing Practice (GMP) in blood transfusion should be greatly increased among them. Methods and ResultsSustainable national and international education and training in blood transfusion services are needed and should be considered as a priority. Methods of teaching and training may include courses or workshops consist of a series of lectures, practical sessions, problem based learning and computer based distance learning programs. A proper training and continuous medical education in blood transfusion services have played an important role in minimizing the risk of transfusion related complications in many countries. ConclusionsCreating an effective learning and training environment is a real challenge for most developing countries. Transfusion medicine is a branch of medicine which has a great link with almost all medical and surgical specialties. Blood transfusion safety plays an important and significant role in the patient's management. Proper qualified training personnel are the key of delivering safe blood components and the Good Manufacturing Practice (GMP) in blood transfusion services.

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Implementation of problem-based learning in Asia: similarities between Far East and Middle East medical schools

Cited by 5 publications

References 2 publications

Quiet or questioning? Students' discussion behaviors in student-centered education across cultures

Quiet or questioning? Students' discussion behaviors in student-centered education across cultures

Are Asian international medical students just rote learners?

The impact of training in transfusion medicine

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