Going P(u)BLIQ: Successfully Transitioning Undergraduate Medical Students from Problem-Based Learning to Inquiry Case Learning Through a Novel Hybrid Approach.

IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Science Educator Pub Date : 2024-06-22 eCollection Date: 2024-10-01 DOI:10.1007/s40670-024-02097-7

Daniel P Griffin, Maria Ortega, Chasity B O'Malley

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引用次数: 0

Abstract

Purpose: Problem-based learning (PBL) is an established learning method in medical education that uses small groups to address a "problem" in the form of a patient's medical condition. Compared to lectures, there is compelling evidence that PBL performs better in numerous areas including student basic knowledge and satisfaction. Inquiry case (IQ) learning is a modified form of PBL, which can be described as faster-paced and requires more student responsibility. Here, a novel strategy to transition students from the PBL to IQ format is introduced that can be adopted by other programs engaging in PBL.

Method: Students already engaged in PBL were introduced to the IQ format through participation in a series of hybrid PBL/IQ cases. A voluntary, anonymous survey about the hybrid system was conducted with two cohorts of students. The timing of the survey was after engaging in IQ learning following completion of the PBL/IQ hybrid system.

Results: Eighty-seven of the 103 (84.47%) students completed the survey. Regarding the approach to IQ learning, students in a leader position (66.28%, n = 57) used journal articles as resources more than non-leaders (54.65%, n = 47) (p < 0.05). Qualitative data analysis provided insights into the biggest challenges students face as IQ learning leaders (activity creation (40%, n = 52/130 responses)) and non-leaders (level of preparedness (46%, n = 37/80 responses)). Survey responses also reported the positive impact the PBL/IQ hybrid system had on their success in IQ learning.

Conclusions: This PBL/IQ hybrid method addresses the biggest challenges faced in the IQ format as leaders and non-leaders, including preparedness, time management within the sessions and in preparing for the sessions, and creating the learning experience for the second day of cases. Additionally, the hybrid approach assisted students with their transition to increased student responsibilities in the IQ format, while allowing them to develop successful strategies for success in IQ learning.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02097-7.

查看原文本刊更多论文

Going P(u)BLIQ：通过一种新颖的混合方法，成功地将医学本科生从基于问题的学习过渡到探究案例学习。

目的：基于问题的学习（PBL）是医学教育中一种成熟的学习方法，它采用小组合作的形式来解决以病人病情为形式的 "问题"。有确凿证据表明，与讲课相比，PBL 在学生基础知识和满意度等多个方面表现更佳。探究案例（IQ）学习是 PBL 的一种改进形式，可以说节奏更快，需要学生承担更多责任。这里介绍了一种将学生从 PBL 形式过渡到 IQ 形式的新策略，可供其他从事 PBL 的课程采用：方法：通过参与一系列 PBL/IQ 混合案例，将已经参与 PBL 的学生引入 IQ 模式。对两批学生进行了关于混合系统的自愿匿名调查。调查时间是在完成 PBL/IQ 混合系统后进行 IQ 学习之后：103名学生中有87名（84.47%）完成了调查。在智商学习方法方面，处于领导地位的学生（66.28%，n = 57）比非领导地位的学生（54.65%，n = 47）（p n = 52/130）和非领导地位的学生（准备程度（46%，n = 37/80））更多地使用期刊论文作为资源。）调查反馈还显示，PBL/IQ 混合系统对他们在 IQ 学习中取得成功产生了积极影响：这种 PBL/IQ 混合方法解决了领导者和非领导者在 IQ 形式中面临的最大挑战，包括准备程度、课程内和准备课程的时间管理，以及为第二天的案例创造学习体验。此外，混合方法有助于学生过渡到在 IQ 形式中承担更多的学生责任，同时使他们能够制定在 IQ 学习中取得成功的策略：在线版本包含补充材料，可查阅 10.1007/s40670-024-02097-7。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Medical Science Educator Social Sciences-Education

CiteScore

2.90

自引率

11.80%

发文量

202

期刊介绍： Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.