Imanieh Mohammad Hadi, Dehghani Seyed Mohsen, Sobhani Ahmad Reza, Haghighat Mahmood
Gastroenterohepatology Research Center, Shiraz Transplant Research Center, Nemazee Teaching Hospital, Medical School, Shiraz University of Medical Sciences, Shiraz, Iran;
Gastroenterohepatology Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
J Adv Med Educ Prof. 2014 Jan;2(1):1-5.
In traditional medical education systems much interest is placed on the cramming of basic and clinical facts without considering their applicability in the future professional career. The aim of this study is to evaluate a novice medical training method (problem-based learning) as compared to the contemporary teacher-based medical education or traditional methods.
Selection of the study subjects was done through simple sampling and according to the division of medical students introduced from Medical Faculty to the Pediatrics Department with no personal involvement. 120 medical students were assigned to 8 groups of 15 students each. For four months, 4 groups were trained with traditional method and 4 other groups underwent problem-based learning method on selected subject materials. In each method, a pre-course test at the beginning and a post-course test at the end of each course were given to each group. The questionnaire used in this study as the instrument was composed of 39 questions, 37 multiple choice questions and two short answer questions. Three professors of pediatric gastroenterologist took part in the training. Two of these professors were responsible for solving task training method. The third professor used traditional teacher-centered methodology to eliminate any possible bias. Scores obtained from these tests were analyzed using paired t-test and independent t-test. P-values of less than 0.05 were considered as significant.
The scores of the students undergoing the traditional method were 14.70±3.03 and 21.20±4.07 in the first and second test, respectively. In problem-based learning, the scores were 15.82±3.29 in the first and 27.52±4.72 in the second test. There was a significant difference between the mean scores of post-course exams of the two groups (p=0.001), while no significant difference was observed between the mean scores of pre-course exams of the groups (p=0.550).
It may be concluded that problem-based learning method leads to a significant increase in learning and recalling output compared to the traditional method. Given the evolving medical education in the country's medical schools toward problem-based learning, it is suggested that the grounds be laid so that this change will take place based on thought, principles and problem solving.
在传统医学教育体系中，人们非常注重死记硬背基础和临床知识，而不考虑其在未来职业生涯中的适用性。本研究的目的是评估一种新手医学培训方法（基于问题的学习）与当代基于教师的医学教育或传统方法相比的效果。
通过简单抽样选择研究对象，根据医学院介绍到儿科的医学生分组情况进行分配，不涉及个人因素。120名医学生被分成8组，每组15人。四个月里，4组采用传统方法培训，另外4组就选定的主题材料采用基于问题的学习方法。在每种方法中，每组在课程开始时进行一次课前测试，课程结束时进行一次课后测试。本研究使用的问卷由39个问题组成，37个多项选择题和两个简答题。三名儿科胃肠病学教授参与了培训。其中两名教授负责解决任务培训方法。第三名教授采用传统的以教师为中心的方法以消除任何可能的偏差。使用配对t检验和独立t检验分析从这些测试中获得的分数。p值小于0.05被认为具有显著性。
采用传统方法的学生在第一次和第二次测试中的分数分别为14.70±3.03和21.20±4.07。在基于问题的学习中，第一次测试的分数为15.82±3.29，第二次测试的分数为27.52±4.72。两组课后考试的平均分数之间存在显著差异（p = 0.001），而两组课前考试的平均分数之间未观察到显著差异（p = 0.550）。
可以得出结论，与传统方法相比，基于问题的学习方法能显著提高学习和记忆效果。鉴于该国医学院校的医学教育正在向基于问题的学习发展，建议做好铺垫，以便这种变革能基于思考、原则和问题解决来进行。
