To gain experience with problem-based learning as a demonstration project in a medical school's curriculum renewal effort and determine if using a single facilitator to circulate among the small groups would yield positive results.
We developed 16 cases around 4 ophthalmic problems that were used in 3-hour small-group sessions during the Introduction to Clinical Medicine semester of the second-year curriculum.
A single faculty member facilitated the small groups of 4 students each that were created by self-division at each of 5 sessions.
A state-supported large Midwestern medical school.
All students (N=75) enrolled in the Introduction to Clinical Medicine course prior to their standard introductory ophthalmology lectures.
A 5-item pretest, related to each of that day's clinical problems, was administered at the beginning and again at the end of the session as a posttest.
A satisfaction questionnaire with Likert-type questions was also completed by the students at the close of the session.
Knowledge scores showed statistically significant gains with a mean of 1.7 points.
Student satisfaction was very positive-85% stated that they learned more than they would have in the traditional format and 93% agreed that they enjoyed the problem-based learning format. (...)
Mots-clés Pascal : Apprentissage, Spécialité médicale, Ophtalmologie, Essai pilote, Etudiant, Programme enseignement, Homme
Mots-clés Pascal anglais : Learning, Medical specialty, Ophthalmology, Pilot test, Student, Educational program, Human
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0501741
Code Inist : 002B30A09. Création : 22/03/2000.