Problem-based learning versus lecture-based learning in postgraduate medical education

Return to work and occupational physicians’ management of common mental health problems – process evaluation of a randomized controlled trial

“…This may explain the 50% guideline adherence which was found in the usual care group. This percentage is comparable to findings from other studies (3,9,(16)(17)(18)(19)(20). Another explanation for the lack of contrast in guideline adherence may be the introduction of the Gatekeeper Improvement Act in 2004, which obliged OP to have regular contact with the worker and his/her employer.…”

“…These indicators were rated by means of an audit of the medical records of the occupational health service. Smits et al (16) developed an initial set of ten guideline-based PI and corresponding criteria, which were validated by Nieuwenhuijsen et al (17). This validated set evaluated a substantial part of the guideline regarding problem orientation, diagnosis, and interventions.…”

“…Multifaceted interventions have proven to be most effective in implementation of evidence-based guidelines (32-35) The 3-day training course on the use of the guideline might have been too minimal for the OP to actually learn the necessary skills. However, Smits et al (16) showed that a comparable course in the guideline for OP-in-training resulted in improved guideline adherence. The same training course resulted in an effective intervention in an earlier trial, but this was in an in-company setting and with a population of workers with adjustment disorders (22).…”

“…To determine the actual use of the guideline, we performed a process evaluation in which OP adherence to the guideline was assessed and related to return to work (13)(14)(15). Although other studies have presented data on the relationship between guideline adherence and return to work, no firm relation has been established (3,9,(16)(17)(18)(19)(20) These studies used a set of performance indicators (PI) to measure guideline adherence, interpreted as markers of quality of care.…”

Problem-oriented education and cross-cultural collaboration: experiences and comments on the Scientific Summer School in Turkey 2010

“…Most participants of the SSS were experiencing a problem-based educational approach of this kind for the first time. The custom of passive listening to lectures was previously suggested as the main reason for lower participant satisfaction compared with a problembased learning procedure of education (9). The effect of the change in educational approach from didactic to problem oriented education and personal reflections of this change was recently studied (unpublished data).…”