Lepiller Quentin, Solis Morgane, Velay Aurélie, Gantner Pierre, Sueur Charlotte, Stoll-Keller Françoise, Barth Heidi, Fafi-Kremer Samira
Laboratoire de virologie, Hôpitaux universitaires de Strasbourg, Strasbourg, France.
Ann Biol Clin (Paris). 2017 Apr 1;75(2):181-192. doi: 10.1684/abc.2017.1236.
Theoretical knowledge in biology and medicine plays a substantial role in laboratory medicine resident education. In this study, we assessed the contribution of problem-based learning (PBL) to improve the training of laboratory medicine residents during their internship in the department of virology, Strasbourg University Hospital, France. We compared the residents' satisfaction regarding an educational program based on PBL and a program based on lectures and presentations. PBL induced a high level of satisfaction (100%) among residents compared to lectures and presentations (53%). The main advantages of this technique were to create a situational interest regarding virological problems, to boost the residents' motivation and to help them identify the most relevant learning objectives in virology. However, it appears pertinent to educate the residents in appropriate bibliographic research techniques prior to PBL use and to monitor their learning by regular formative assessment sessions.
生物学和医学的理论知识在检验医学住院医师教育中发挥着重要作用。在本研究中，我们评估了基于问题的学习（PBL）对法国斯特拉斯堡大学医院病毒学系实习期间检验医学住院医师培训的促进作用。我们比较了住院医师对基于PBL的教育计划和基于讲座及演示的计划的满意度。与讲座和演示（53%）相比，PBL在住院医师中引起了较高的满意度（100%）。该技术的主要优点是激发对病毒学问题的情境兴趣、增强住院医师的动力并帮助他们确定病毒学中最相关的学习目标。然而，在使用PBL之前对住院医师进行适当的文献研究技术教育，并通过定期的形成性评估会议来监测他们的学习情况似乎是恰当的。
