Medical Education Should Say Goodbye to Lectures

Roman, Brenda; Hayden, Colleen; Parmelee, Dean X.

doi:10.1097/acm.0000000000004236

Cited by 2 publications

(1 citation statement)

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“…Traditional lectures, while effective for large-scale dissemination of fundamental knowledge and concepts, continue to remain the most common instructional method. However, they demonstrate limited effectiveness in imparting crucial critical reasoning skills necessary for medical case analysis and on-the-spot response capabilities [ 17 ]. In the realm of respiratory clinical education, a multitude of diseases involving diverse structures such as the trachea, bronchus, lung lobe, lung segment and sub-segment, arteries, veins, lymph nodes, and interstitium exist [ 18 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing medical education in respiratory diseases: efficacy of a 3D printing, problem-based, and case-based learning approach

et al. 2023

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Objectives The present study aims to investigate the efficacy of utilizing three-dimensional (3D) printing technology in concert with Problem-Based Learning (PBL) and Case-Based Learning (CBL) pedagogical approaches in educating senior undergraduate clinical medical students on respiratory diseases. Methods A cohort of 422 fourth-year clinical medicical students of from Anhui Medical University, pursuing a five-year program, were arbitrarily segregated into two distinct groups. The experimental group was subjected to a combined pedagogical approach, which included 3D printing technology, PBL and CBL (referred to as DPC). Conversely, the control group was exposed to conventional teaching methodologies for respiratory disease education. The effectiveness of the teaching methods was subsequently appraised using both theoretical test scores and custom questionnaires. Results Post-quiz scores indicated a statistically significant improvement in the DPC group as compared to the traditional group (P < 0.01). Self-evaluation and satisfaction questionnaires revealed that the DPC group’s self-assessment scores outperformed the traditional group in several aspects, including clinical thinking ability, learning initiative, self-study ability, anatomical knowledge mastery, confidence in learning, ability to analyze and solve problems, comprehension of the knowledge, help to clinical thinking and level of satisfaction on the teaching methods (P < 0.01). However, within the unsatisfied DPC sub-group, none of these self-assessment aspects, except for comprehension of the knowledge, impacted the learning efficacy (P > 0.05). Conclusion The deployment of the DPC pedagogical approach may confer unique experiential learning opportunities for students, potentially enhancing theoretical test scores and promoting self-evaluation and satisfaction in the context of respiratory disease education. Hence, it may be instrumental in augmenting the overall teaching efficacy.

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Section: Literature Reviewmentioning

confidence: 99%