Problem-Based Learning in Ophthalmology

Abstract

To gain experience with problem-based learning as a demonstration project in a medical school's curriculum renewal effort and determine if using a single facilitator to circulate among the small groups would yield positive results. Design: We developed 16 cases around 4 ophthalmic problems that were used in 3-hour small-group sessions during the Introduction to Clinical Medicine semester of the second-year curriculum. A single faculty member facilitated the small groups of 4 students each that were created by self-division at each of 5 sessions. Setting: A state-supported large Midwestern medical school. Participants: All students (N = 75) enrolled in the Introduction to Clinical Medicine course prior to their standard introductory ophthalmology lectures. Main Outcome Measures: A 5-item pretest, related to each of that day's clinical problems, was administered at the beginning and again at the end of the session as a posttest. A satisfaction questionnaire with Likerttype questions was also completed by the students at the close of the session. Results: Knowledge scores showed statistically significant gains with a mean of 1.7 points. Student satisfaction was very positive-85% stated that they learned more than they would have in the traditional format and 93% agreed that they enjoyed the problem-based learning format. Conclusions: A single facilitator successfully managed small groups of students in a modified problem-based learning format that produced significant knowledge gains and high student satisfaction. This positive experience was one of the factors that led to adoption of problembased learning into the curriculum.

Effect of Digital Problem-Based Learning Cases on Student Learning Outcomes in Ophthalmology Courses

“…As students noted their increased interest as a result of having PBL cases, they spent more time working on ophthalmology, and their test scores were greatly improved. 23 A great challenge for ophthalmology in medical school education 24 is that PBL was rarely applied in the ophthalmology curriculum in Chinese medical colleges until recently. Reasons include: (1) ophthalmology is usually a subsidiary course, (2) the schedule is tight, (3) there is perceived to be too much content to convey, and (4) ophthalmology is more complicated and less easy for students of general medicine to grasp compared with other medical specialty areas.…”

Problem-based learning in medical degree teaching: a scoping review

“…These studies were varied in their methodology, were performed in different geographic zones, and normally analysed the experience of just one education centre. Most studies (53) reported superiority of PBL in learning and knowledge acquisition (Sokas et al 1990;Richards et al 1996;Gresham & Philp 1996;Hill et al 1998;Blake & Parkison 1998;Hmelo 1998;Finch 1999;Casassus et al 1999;Purdy et al 1999;Farrell et al 1999;Finch 1999;Curtis et al 2001;Trevena & Clarke 2002;Astin et al 2002;Whit eld et al 2002;Whit eld et al 2002;McParland et al 2004;Casey et al 2005;Gurpinar et al 2005;Tamblyn et al 2005;Abu-Hijleh et al 2005;Distlehorst et al 2005;Distlehorst et al 2005;Hoffman et al 2006;Kong et al 2009;Tsou et al 2009;Tsou et al 2009;Wang et al 2010;Abou-Elhamd et al 2011;Urrutia et al 2101;Tian et al 2012;Hoover et al 2012;Li et al 2013;Ding et al 2014;Meo 2014;Khoshnevisasl et al 2014;Al-Drees et al 2015;Al-Shaikh et al 2015;Hande et al 2015;González et al 2015;Yanamadala et al 2016;Balendran & John 2017;…”

Problem-based learning in ophthalmology: A brief review

“…The few studies conducted in the context of PBL in ophthalmology have also suggested that PBL has a definite positive influence in the ophthalmology teaching-learning process. [910111213]…”

“…A study by Kong et al,[9] compared three types of learning process—normal didactic teaching, PBL based on digital cases and conventional PBL. The total sample size was 90 students and they were divided into three groups of 30 each.…”

“…The study by Wong et al,[9] seems to be the best designed, but the number of students in each arm of the study are probably to less to make a conclusive statement on the advantages of PBL per se or of digital cases versus PBL cases. The study by Farrell et al,[10] was also well designed, but did not compare PBL with the traditional/conventional method of teaching.…”