Blended problem based learning in postgraduate education: The Eastern Allergy Conference and the PBL Institute experience.

IF 2.6 3区 医学 Q2 ALLERGY
Allergy and asthma proceedings Pub Date : 2025-03-01 Epub Date: 2025-02-25 DOI:10.2500/aap.2025.46.240111
Alexandra E Conway, Navya Kartha, Marcus S Shaker, Ray S Davis, Russell A Settipane, Don A Bukstein
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引用次数: 0

Abstract

Problem-based learning (PBL) is an interactive learning model well accepted in undergraduate medical education. Utilization of PBL in most postgraduate continuing medical education (CME) programs has been limited. The traditional didactic lecture (TDL) model alone in CME programs, although much more commonly used, may fail to assess self-efficacy, educational needs, and appropriate use of shared decision-making (SDM). These aspects of practice are essential, and assessment of these skills is necessary to ensure effective change in physician behavior to improve patient outcomes. PBL case discussions during CME breakout groups foster a participant-centered interactive environment that strengthens critical thinking, team collaboration, and clinical reasoning. Through engagement with clinically relevant cases, PBL allows for tailored educational interventions. Integrating or blending PBL with TDL engages the learners in a real-world case discussion first, followed by succinct post-PBL lectures, which are uniquely "in context" to the actual case discussion. The post-PBL lectures are designed to address knowledge gaps that may have been uncovered during the PBL case discussions and reinforce practice guidelines to correct identified misinformation by learners. The PBL approach not only improves knowledge retention but also leads to better adherence to clinical guidelines by producing significant changes in physician behavior, leading to higher-value patient care. Furthermore, PBL promotes effective and appropriate SDM. Still, there are challenges to PBL implementation in postgraduate CME, including logistical constraints and facilitator training requirements. Thus far, integration of PBL is variable across fields of medicine. Further research is needed to optimize PBL application in postgraduate training. This review advocates for a shift from passive learning systems by TDLs alone to interactive educational models, e.g., blended PBL, which synergizes the two adult learning theories.

研究生教育中基于混合问题的学习:东方过敏会议和PBL研究所的经验。
基于问题的学习(PBL)是本科医学教育中普遍采用的一种互动式学习模式。PBL在大多数研究生继续医学教育(CME)项目中的应用是有限的。传统的教学讲座(TDL)模式在CME项目中,虽然更常用,但可能无法评估自我效能、教育需求和共享决策(SDM)的适当使用。实践的这些方面是必不可少的,对这些技能的评估是必要的,以确保医生行为的有效改变,以改善患者的结果。在CMEbreakout小组中进行PBL病例讨论,培养以参与者为中心的互动环境,加强批判性思维、团队协作和临床推理。通过与临床相关病例的接触,PBL允许量身定制的教育干预。整合或混合PBL与TDL让学习者首先参与到现实世界的案例讨论中,然后是简洁的PBL后讲座,这是对实际案例讨论的独特“上下文”。后PBL讲座旨在解决在PBL案例讨论期间可能发现的知识差距,并加强实践指导,以纠正学习者发现的错误信息。PBL方法不仅提高了知识保留,而且通过产生医生行为的重大变化,更好地遵守临床指南,从而实现更高价值的患者护理。此外,PBL促进了有效和适当的SDM。尽管如此,在研究生继续教育中实施PBL仍存在挑战,包括后勤限制和促进培训要求。到目前为止,PBL的整合在医学领域是可变的。如何优化PBL在研究生培养中的应用还有待进一步研究。本文主张从单纯的被动学习系统向互动式教育模式转变,如混合式PBL,它将两种成人学习理论协同起来。
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
CiteScore
5.70
自引率
35.70%
发文量
106
审稿时长
6-12 weeks
期刊介绍: Allergy & Asthma Proceedings is a peer reviewed publication dedicated to distributing timely scientific research regarding advancements in the knowledge and practice of allergy, asthma and immunology. Its primary readership consists of allergists and pulmonologists. The goal of the Proceedings is to publish articles with a predominantly clinical focus which directly impact quality of care for patients with allergic disease and asthma. Featured topics include asthma, rhinitis, sinusitis, food allergies, allergic skin diseases, diagnostic techniques, allergens, and treatment modalities. Published material includes peer-reviewed original research, clinical trials and review articles.
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