Mughal Arsalan Manzoor, Shaikh Sirajul Haque
Arsalan Manzoor Mughal, Assistant Professor, Department of Anatomy, Ziauddin University, Karachi, Pakistan.
Sirajul Haque Shaikh, Director, Department of Medical Education, College of Physicians & Surgeons, Karachi, Pakistan.
Pak J Med Sci. 2018 Jan-Feb;34(1):185-189. doi: 10.12669/pjms.341.13485.
Collaborative Problem Solving Empirical Progressions from the Assessment and Teaching of 21st Century Skills (ATC21S) framework were used to determine the level of collaborative problem solving skills (CPS) in first, second and third year MBBS students at Ziauddin College of Medicine during Problem-Based Learning (PBL) sessions. Variations based on gender and roles were studied.
It is an analytical comparative cross-sectional study in which seven PBL groups were selected per year by non-probability convenient sampling. Data was collected using the Collaborative Problem Solving Five Strands Empirical Progressions by the primary investigator through observation of the students during PBL sessions. Duration of study was six months.
We found that in our students, development of social dimension skills is facilitated to a greater extent than the development of cognitive dimension skills through the process of PBL. These skills are generally better developed in the leader compared to the scribe and members in a group. They are also more developed in females compared to males. Modification in them is also observed as the year's progress.
Although PBLs facilitate development of CPS skills' progression however in our curriculum, PBLs mainly focus on social skills development and have less emphasis on cognitive skill development. Thus, hybrid instructional strategies with components from TBL and mentorship are recommended for better development of CPS skills.
运用21世纪技能评估与教学（ATC21S）框架中的协作问题解决实证进展，来确定齐亚丁医学院医学学士一年级、二年级和三年级学生在基于问题的学习（PBL）课程中的协作问题解决技能（CPS）水平。研究了基于性别和角色的差异。
这是一项分析性比较横断面研究，每年通过非概率便利抽样选取7个PBL小组。主要研究者在PBL课程期间通过观察学生，使用协作问题解决五要素实证进展来收集数据。研究持续时间为六个月。
我们发现，在我们的学生中，通过PBL过程，社会维度技能的发展比认知维度技能的发展得到更大程度的促进。与小组中的记录员和成员相比，这些技能在领导者身上通常发展得更好。与男性相比，女性的这些技能也发展得更好。随着学年推进，也观察到了这些技能的变化。
尽管PBL有助于CPS技能的进展，但在我们的课程中，PBL主要侧重于社交技能的发展，而对认知技能发展的重视较少。因此，建议采用包含团队式学习（TBL）和指导成分的混合教学策略，以更好地发展CPS技能。
