AMEI's Current Trends in Diagnosis & Treatment

Register      Login

VOLUME 1 , ISSUE 1 ( January-June, 2017 ) > List of Articles

MEDICAL EDUCATION

Students' Perceptions to Introduction of Problem-based Learning Modules in Anatomy

Punita Sharma, Kanika Sachdeva

Citation Information : Sharma P, Sachdeva K. Students' Perceptions to Introduction of Problem-based Learning Modules in Anatomy. Curr Trends Diagn Treat 2017; 1 (1):42-45.

DOI: 10.5005/jp-journals-10055-0010

License: CC BY 3.0

Published Online: 00-06-2017

Copyright Statement:  Copyright © 2017; Jaypee Brothers Medical Publishers (P) Ltd.


Abstract

Introduction

It is necessary for core knowledge of anatomy to be assimilated by all doctors in order to practice, but if it can improve their understanding of what they do and why they do it, this surely has to be of benefit for both the safety of the patient and satisfaction of the doctor as a professional. This intervention aimed to study whether problem-based learning (PBL) as an educational strategy can help in improving the quality of gross anatomy teaching and the attitude of students toward the learning method in India.

Materials and methods

The study sample included 100 students who were assigned to 10 groups (10 students in each group). Each PBL tutorial was conducted over three sessions. Pre- and post-tutorial tests were conducted. Data collection was done by a questionnaire survey to examine the students' learning attitudes and perceptions toward this platform as a possible learning tool. The obtained data were compared, and the main themes were determined.

Results

We found out the satisfaction of students with this learning method and the students' interest and ability for improvement after this teaching method. Also, the problems and obstacles the students faced in this learning mode were highlighted.

Conclusion

The study clearly pointed out that PBL benefits a lot of students in the study of gross anatomy despite the existing problems. In future, we should implement PBL combined with the characteristics of traditional anatomy teaching.

How to cite this article

Sharma P, Sachdeva K. Students' Perceptions to Introduction of Problem-based Learning Modules in Anatomy. Curr Trends Diagn Treat 2017;1(1):42-45.


PDF Share
  1. Achievement goal structures and self-regulated learning: relationships and changes in medical school. Acad Med 2012 Oct;87(10):1375-1381.
  2. Effect of problem-based learning in undergraduate nursing students enrolled in nursing administration course. Int J Acad Res 2011 Jan;3(1):154-162.
  3. The self-directed learning readiness scale: a factor analysis study. Med Educ 2005 Apr;39(4):370-379.
  4. Medical students' self-efficacy in problem-based learning and its relationship with self-regulated learning. Med Educ Online 2016 Mar;21:30049.
  5. Problem-based learning: rationale and description. Med Educ 1983 Jan;17(1):11-16.
  6. Problem-based learning outcomes: the glass half-full. Acad Med 2005 Mar;80(3):294-299.
  7. Anatomy for orthopaedics – is problem-based learning an effective teaching method? J Bone Joint Surg Br 2008 Apr;90(Suppl 1):16.
  8. Tutoring in problem-based learning medical curricula: the influence of tutor background and style on effectiveness. BMC Med Educ 2005 Jun;5(1):20.
  9. Facilitating problem-based learning: illuminating perspectives. Berkshire, England: Open University Press; 2003.
  10. Roles and responsibilities of the problem-based learning tutor in the undergraduate medical curriculum. BMJ 1999 Mar;318(7184):657-661.
  11. Profiles of effective tutors in problem-based learning: scaffolding student learning. Med Educ 1999 Dec;33(12):901-906.
  12. Conducting the symphony: a qualitative study of facilitation in problem-based learning tutorials. Med Educ 2009 Apr;43(4):377-383.
  13. What makes a tutor effective? A structural-equations modelling approach to learning in problem-based curricula. Acad Med 1995 Aug;70(8): 708-714.
  14. Learning-for-use: a framework for integration content and process learning in the design of inquiry activities. J Res Sci Teach 2001 Mar;38(3):355-385.
  15. A comparison of problem based learning and conventional teaching in nursing ethics education. Nurs Ethics 2010 May;17(3):373-382.
  16. The effect of problem-based learning in nursing education: a meta-analysis. Adv Health Sci Educ Theory Pract 2013 Dec;18(5):1103-1120.
  17. Problem-based learning in medicine: an introduction. Postgrad Med J 1995 Jun;71(836):323-326.
  18. Learning outcome analysis of preclinical MBBS students following teaching by anatomist and/or clinician. Ind J Basic App Med Res 2013;2(6):470-476.
  19. Foundations of problem-based learning: some explanatory notes. Med Educ 1993 Sep;27(5):422-432.
  20. S.; Tarnblyn, R.M. Problem-based learning: an approach to medical education. New York: Springer; 1980.
  21. Techniques used by “expert” and “non-expert” tutors to facilitate problem-based learning tutorials in an undergraduate medical curriculum. Med Educ 2003 Jan;37(1):6-14.
  22. The psychological basis of problem-based learning: a review of the evidence. Acad Med 1992 Sep;67(9):557-563.
  23. Problem-based learning: have the expectations met? Acad Med 1993 Oct;68(Suppl 10):79-88.
  24. Problem-based learning in pre-clinical medical education: 22 years of outcome research. Med Teach 2010 Jan;32(1):28-35.
  25. Problem-based learning: a review of literature on its outcomes and implementation issues. Acad Med 1993 Jan;68(1):52-81.
  26. Introducing a problem-based learning program: 12 tips for success. Med Teach 2011;33(10):808-813.
  27. Harmonizing technology with interaction in blended problem-based learning. Comput Educ 2009;54(2):350-359.
PDF Share

© Jaypee Brothers Medical Publishers (P) LTD.