Berna Musal

Comparison of knowledge scores of medical students in problem-based learning and traditional curriculum on public health topics

BackgroundThe purpose of the study was to compare the knowledge scores of medical students in Problem-based Learning and traditional curriculum on public health topics.MethodsWe planned a cross-sectional study including the fifth and sixth year medical students of Dokuz Eylul University in Turkey. The fifth year students (PBL group, n = 56) were the pioneers educated with PBL curriculum since the 1997–1998 academic year. The sixth year students (traditional education group, n = 78) were the last students educated with traditional education methods. We prepared 25 multiple-choice questions in order to assess knowledge scores of students on selected subjects of Public Health. Our data were collected in year 2002.ResultsMean test scores achieved in PBL and traditional groups were 65.0 and 60.5 respectively. PBL students were significantly more successful in the knowledge test (p = 0.01). The knowledge scores of two topics were statistically higher among PBL students. These topics were health management and chronic diseases.ConclusionWe found that mean total evaluation score in the PBL group was 4.5 points higher than in the traditional group in our study. Focusing only on the knowledge scores of students is the main limitation of our study. Upon the graduation of the first PBL students in the 2002–2003 academic year, we are planning additional studies regarding the other functions of a physician such as skill, behaviour and attitude.

Opinions of Tutors and Students about Effectiveness of PBL in Dokuz Eylul University School of Medicine

abstract Introduction: The aim of this study is to determine the opinions of tutors and students about the effectiveness of Problem-based Learning in Dokuz Eylul University School of Medicine. Methods: A questionnaire with a five-point Likert scale, with 1:minimum, 5;maximum, rating PBL effectiveness was administered in February and March of 2001 to tutors and students. Response rates of tutors and students were respectively 65.0% (130 out of 201) and 82.4% (346 out of 420). The reliability of the scale was high (Cronbach α= 0.90). Results: Ratings of tutors and students respectively on identified outcomes of PBL varied between 3.80-4.69 and 3.69-4.27 out of 5 points. Both groups gave high ratings to the areas of clinical reasoning, communication and problem solving and gave lower ratings to gaining basic science knowledge. Basic science tutors rated the areas of problem solving, gaining basic science knowledge and intrinsic motivation of students significantly higher than did clinical science tutors. Discussion: According to the results of this study, tutors and students opinions about PBL outcomes were similar to those previously reported in the literature. Both groups had positive opinions about PBL’s effectiveness. As has been reported in other studies, tutors and students gave the lowest ratings to the area of gaining basic science knowledge. However, the ratings of basic science tutors were higher than those of clinical science tutors in this area. This may be due to preexisting beliefs of clinical science tutors regarding the effectiveness of PBL for teaching factual basic science knowledge.

Faculty Development Program in Dokuz Eyl?l School of Medicine: In the process of curriculum change from traditional to PBL

Abstract Introduction: In Dokuz Eylül School of Medicine (DESM) a faculty development program is being carried out by the “Trainers’ Training Committee?. DESM made a fundamental change in its curriculum from traditional to Problem-based Learning (PBL) in 1997. This was the first implementation of a PBL curriculum in Turkey. Faculty development activities were initiated in the same year. This paper describes the faculty development activities with a special emphasis on PBL courses. Program description: Between 1997-2000 27 four-day long PBL courses were held for 343 participants. The curriculum consisted of PBL philosophy, PBL steps, role of the tutor and students in PBL process, effective case design, assessment principles and group dynamics. PBL simulations enabled the participants to play the roles of both tutors and students. Process evaluation: At the end of the program most of the participants stated that length of the program, content, training methods and the course organization was appropriate. The majority of the participants (89.5%) found the program very useful. PBL steps, PBL practices and PBL philosophy were found as the most useful sessions. Discussion: These courses gave medical staff the opportunity to develop their understanding of PBL methodology and theory. PBL courses and continuous educational activities such as weekly tutor meetings are being held and new courses on advanced tutoring skills are being planned for the near future in DESM.

Task-based learning programme for clinical years of medical education.

CONTEXT Task-based learning (TBL) is an educational strategy recommended for the later years of the medical education programme. The TBL programme was adopted for clinical years in the 2000-2001 academic year in Dokuz Eylul University School of Medicine (DEUSM). OBJECTIVE The aim of this paper is to describe the TBL programme of DEUSM. METHODS DEUSM outlined 50 clinical tasks for fourth-year students and 37 for fifth-year students. The tasks were grouped into four and five blocks. Interdisciplinary practicals, lectures and patient visits were organised in each tasks schedule. The tasks were the focus of learning and each discipline contributed its own learning opportunities to the attached tasks. Formative and summative methods were used to evaluate the programme. CONCLUSION Based on the experience and feedback provided by the students and trainers, the authors considered TBL an applicable and advisable approach for the clinical years of medical education.

A Domestic Violence Course For Medical Students: A Study on Its Effectiveness

International health institutions emphasize the necessity of including the topic of domestic violence which is accepted as a health problem worldwide, into the training of physicians. The fact that physicians should diagnose domestic violence victims who over the years were either neglected or overlooked is also mentioned. The present study aims to measure the effectiveness of the interactive domestic violence course given to Dokuz Eylul University Faculty of Medicine (DEUFM) Year V students, with tests implemented before and after the course. The same students were given the same test during Year VI (internship). The students’ average knowledge scores were found respectively as follows: pretest 78.66 ± 10.54, second test 94.13 ± 3.95 and third test 89.65 ± 7.48. There was a statistically significant difference between tests’ average scores. It was observed that, after the course, 4 out of 19 students (21.1%) changed their answers from “no” to “yes” for the question “Have you ever been a victim of physical domestic violence?” A statistically significant difference was found between pre-course answers and the after course answers given to this question. This study showed that the course on domestic violence increased students’ knowledge level and awareness on this issue. Considering that average knowledge level will decrease over time and aiming to improve future physicians’ approach to domestic violence cases, addition of other interactive educational methods to Year V’s course program and proposal of an advanced training session to Year VI’s curriculum are being planned.

Computer-based performance assessment in an undergraduate clinical clerkship.

demonstrate culturally sensitive communication skills. The steps for learning the skill include: a 1-hour discussion session on culturally sensitive communication; a role-play demonstration by two faculty members during which each student can refer to a checklist of performance steps, and a subsequent opportunity for students to practise communication skills in pairs. Groups of 15 Year 1 students accompanied by two faculty members also attend a field site once a week for 7–8 weeks, from which they carry out household visits. These visits provide opportunities for students to use their skills and for instructors to observe and evaluate students using the performance checklist. Evaluation of results and impact To date, the new CHN curriculum has been implemented for students in Years 1 and 4. The curriculum for Years 2 and 3 will be added this year (2009). Data collected in focus groups with faculty members (n = 3) show that the learning and assessment tools are helpful, but that the new curriculum has increased faculty workload and challenges faculty to ascertain that each student is given the opportunity to perform skills in the field on real clients. Data from student focus groups (n = 20) show that students feel confident in conducting household visits and interviews with families because they are clear about the important steps. Whether this increased comfort, knowledge and skills level will fulfil the ultimate goal of increasing the number of competent nurses who choose to enter communitybased nursing will be determined in the next few years.

The comparison of the efficiency of traditional lectures to video-supported lectures within the training of the Emergency Medicine residents.

Objectives Recent developments in computer and video technology, multimedia resources enter quickest way possible into medical education and have started to gain popularity. The aim of this study is to evaluate the impact of video-supported lectures on leaning, with comparison to traditional lectures. Methods According to lecture techniques, two separate groups; one is the traditional lectures group (TLG) and the other is video-supported lectures group (VSLG), are formed. While the TLG is offered a traditional lecture the VSLG is offered a video-supported lecture with imbedded videos which are related to the topics in the traditional lecture. Both study groups take pretest and posttest with MCQs (multiple choice questions) and OSCEs (objective structured clinical examination). Results The study includes 30 volunteer residents in Dokuz Eylul University School of Medicine Department of Emergency Medicine. No difference is observed between TGL and VSLG in pretest and posttest scores (p = 0.949, p = 0.580). And additionally, comparing the scores of both groups, we cannot observe any difference between the pretest OSCE scores of each group (p = 0.300), however posttest OSCE scores shows a dramatic odd in-between (p = 0.010). When pretest MCQs and posttest MCQs mean scores are compared, both tests (TLG, VSLG) has not any significant difference (p=0.949, p = 0.580). Nevertheless, after comparing OSCEs pretest and posttest mean scores, we can see significant difference in mean scores of both (TLG, VSLG), (p = 0.011, p = 0.001). Conclusions Taken into consideration, the findings of this study shows possibility of improving educational techniques to acquire clinical skills by using local resources and low-cost technology.