The effectiveness of PBL: the debate continues. Is meta-analysis helpful?

Farrow, Richard; Norman, Geoff

doi:10.1046/j.1365-2923.2003.01725.x

Cited by 40 publications

(36 citation statements)

References 5 publications

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“…We included nonrandomized controlled trials because there were very few randomized controlled trials in medical education; we felt that this approach was acceptable, given that most educational research has methodological limitations because purity of curricular change and random assignment of students are rarely possible. 8,[20][21][22] Medical schools in the United States are mainly entry-level graduate programs, whereas those in the United Kingdom traditionally accept medical students without a university degree. As such, age and a prior degree could be major confounding factors when comparing studies between these 2 medical education systems.…”

Section: Selectionmentioning

confidence: 99%

The effects of problem-based learning during medical school on physician competency: a systematic review

Koh¹,

Khoo²,

Wong³

et al. 2008

Canadian Medical Association Journal

509

360

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3 34 4 P roblem-based learning curricula have been introduced in many medical schools around the world.1,2 However, their adoption was met with some concern, primarily because of the substantial manpower needed. For example, student contact hours are 3-4 times greater for educators in a problem-based learning curriculum than for educators in a traditional curriculum. As a consequence, the economic viability of problem-based learning becomes a major concern when class sizes exceed 100 students.3 Given the limited resources available, 4 evidence-based evaluation of the effects of problem-based learning during medical school on improving physician competency would certainly strengthen any justification for the adoption of such programs. 5-9Past reviews of problem-based learning focused only on its effects during medical school or postgraduate training.10-16 In addition, 4 of those reviews also studied student and educator preferences and indicated that medical students 11,14,15 and educators 16 generally prefer problem-based learning to traditional teaching methods. The reviews did not study the effects of problem-based learning during medical school on the competencies of practising physicians. Colliver emphasized this lack of evidence when he cautioned that student satisfaction cannot be extrapolated as a predictor of physician competency.17 To our knowledge, there has been only one systematic review, published in 1993, that indirectly reported the effects of problembased learning during medical school on physician competency after graduation. The study was based on a small sample of doctors in their early postgraduate years.16 Since then, many rigorous studies have evaluated the effects of problem-based learning during medical school up to 20 years after graduation. We performed a systematic review of controlled studies to determine whether problem-based learning during medical school leads to greater physician competencies after graduation. MethodsIn our study, we used Maudsley's definition of problem-based learning, which she defined as both a method and philosophy involving problem-first learning via work in small groups and independent study. The effects of problem-based learning during medical school on physician competency: a systematic review Background: Systematic reviews on the effects of problembased learning have been limited to knowledge competency either during medical school or postgraduate training. We conducted a systematic review of evidence of the effects that problem-based learning during medical school had on physician competencies after graduation.

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Section: Selectionmentioning

confidence: 99%

The effects of problem-based learning during medical school on physician competency: a systematic review

Koh¹,

Khoo²,

Wong³

et al. 2008

Canadian Medical Association Journal

509

360

View full text Add to dashboard Cite

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“…Since implementation, these contrasting teaching methods have become the centre of a fierce debate regarding the effectiveness of anatomy teaching in the more modern PBL approach [60,61].…”

Section: Traditional Medical Curriculum (Tmc) Problem Based Learningmentioning

confidence: 99%

Teaching Anatomy; Dissecting its Delivery in Medical Education

Jordan¹,

Griffin²,

Phillips³

et al. 2016

MEDJ

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Anatomy has long been a topic of interest amongst both those in medicine and those not. The understanding of biology, in terms of the function and structure of the organs and other structures of the body, has dramatically changed over time, and has been closely related to both scientific improvement and religious feeling.There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education, but the way in which it has been taught has changed over the years. As early as the 16 th century, Vesalius stated that anatomy could only be taught by dissection, however, alternative options for cadaveric study are certainly more available now than when this statement was made.Current teaching methods incorporate the tried and tested cadaveric based dissection, but has more recently been super ceded by the use of computer based imaging and the change to self-orientated or problem based learning. The shift towards the latter has led to a perceived suffering to the gain of anatomical and pathological knowledge of new doctors and surgeons. This paper aims to describe the history of anatomy teaching and review the current evidence for and against the current methods used for its deliverance.Keywords: Anatomy, Medical education, Surgical practice, Teaching. ANATOMY; WHY BOTHER?Human anatomy refers specifically to the consideration of the various structures that make up the human body. This can be separated into systematic or regional anatomy sections; the first describing certain characteristics for instance osteology; focusing on the human skeleton, and angiology; looking at the vascular system. The latter description, regional anatomy, takes into account all of the individual systems and notes how they interact and function together in a certain region e.g. the lower limb, or the thorax. In addition to this anatomy encompasses both adult and embryological anatomy, as well as applied and clinical anatomy; the direct application of the pathological conditions which may occur, and a practical application of anatomy [1].There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education [2,3]. Every doctor must grasp the concepts of anatomy to aid in appropriate diagnosis and management of their patient, as well as communication with peers and patients, and it comes as no surprise that anatomy and surgical practice must be interrelated.Doctors need to have a firm understanding of anatomy and this should be based on a theoretical knowledge, a practical 3D application of this knowledge, as well as an appropriate bedside or clinical application on the patient [4].Current perception is that anatomy knowledge in inadequate, with a belief amongst senior surgical program directors in the UK feeling that knowledge of anatomy was lacking, or in need of a refresher course, in a total of 91% of new doctors. This was further supplemented with 52% feeling that anatomical knowledge was significantly less in new Likewise, there has been an increase in anatomical competence related...

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“…Для подготовки специалистов в здравоохране-нии необходимы квалифицированные тренеры, не только владеющие знаниями по тематике обучаю-щих программ, но и умеющие использовать совре-менные методы обучения. Наиболее эффективно интерактивное обучение [21][22][23]. Доказано, что участники получают больше знаний, если принима-ют активное участие в процессе обучения (работая в малых группах, участвуя в ролевых играх и др.)…”

Section: повышение качества медицинской и социальной помощиunclassified

Charity Program «Alfa-Endo» for children with endocrine disease

Dedov¹,

Петеркова²,

Карпушкина³

2015

Probl Endokrinol (Mosk)

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Врожденные эндокринопатии диагностируются сравнительно редко. Долгое время значение орфан-ных заболеваний недооценивалось, что приводило к отсутствию адекватной лечебно-диагностической помощи, невозможности полноценной профессио-нальной реализации и социализации пациентов, снижению качества и продолжительности их жизни [1][2][3]. Опросы пациентов с орфанными заболева-ниями в развитых странах показали, что у 25% диа-гноз был поставлен через 5-30 лет после появления симптомов заболевания; у 40% диагноз был постав-лен неправильно, что привело в 16% случаях к на-прасному хирургическому вмешательству, 33% па-циентов не получали необходимого лечения, у 10% пациентов жалобы расценивались врачами как пси-хосоматические расстройства [4].Значительный рост затрат на здравоохранение во всем мире требует поиска новых источников фи-нансирования и формирования инновационных подходов к организации медицинской помощи. Одна из наиболее современных моделей взаимодей-ствия в здравоохранении -партнерство государ-ственных организаций и частного бизнеса. В настоящее время здравоохранение -вторая по значению отрасль, для поддержки которой в Рос-сии привлекаются средства доноров [5]. Это обще-мировая практика, так как здоровье населения жиз-ненно необходимо для экономического и социаль-ного развития любой страны и является важным ус-ловием восстановления экономики [6]. Затраты си-стемы здравоохранения на лечение детей и молодых пациентов являются наиболее экономически обо-снованными.Важно отметить, что значительные государ-ственные и негосударственные средства в основном расходуются на обеспечение ресурсной составляю-щей медицинской помощи -оснащение медицин-ских организаций, оплату труда персонала, а также ОБЗОРЫ

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The effectiveness of PBL: the debate continues. Is meta-analysis helpful?

Cited by 40 publications

References 5 publications

The effects of problem-based learning during medical school on physician competency: a systematic review

The effects of problem-based learning during medical school on physician competency: a systematic review

Teaching Anatomy; Dissecting its Delivery in Medical Education

Charity Program «Alfa-Endo» for children with endocrine disease

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