To train second year medical students to use anatomical knowledge to analyze, correlate and explain symptoms, signs, examinations and forms of treatment as an attempt to make them appreciate the significance of this branch of medical knowledge and to make their efforts in this direction more enjoyable.
To achieve this it was thought that a « modified » model of problem-based learning (PBL) could do the job.
In addition, the created model could be used as a starting focus of PBL in a traditional medical school for experimenting and possibly for further expansion.
The full scale PBL has been modified so that it can be implemented along with the ongoing traditional curriculum.
The modifications included basically exchanging the students as tutors by the teacher and in some instances exposing the students to medical problems after exposure to the core knowledge.
Seventy-five second year medical students were exposed to one session a week for 10 weeks.
The active discussion group included a small number of interested students and the rest formed an audience.
The students had 5 MCQs related to subjects discussed in the sessions in their formal exam and computer analysis of their results showed fine details of the problems were well perceived.
The questionnaire's feedback showed a positive impact on the students.
Mots-clés Pascal : Etudiant, Médecine, Apprentissage, Enseignement, Pédagogie, Homme, Entraînement, Jordanie, Asie
Mots-clés Pascal anglais : Student, Medicine, Learning, Teaching, Pedagogy, Human, Dragging, Jordan, Asia
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 97-0325535
Code Inist : 002B30A05. Création : 12/09/1997.