Problem‑based learning as an effective method for teaching theoretical surgery courses to medical students
نویسندگان
1 School of Medicine, Tehran University of Medical Sciences, International Campus, Tehran, Iran
2 School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
3 Research Center for Health Management in Mass Gathering, Red Crescent Society of Islamic Republic of Iran, Tehran, Iran
4 School of Medicine, Tehran University of Medical Sciences, International Campus, Tehran, Iran
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6 Department of Surgery, Sina Hospital, Tehran University of Medical Sciences, Tehran, Iran
7 Department of Surgery, Imam Khomeini Hospital, Tehran University of Medical Sciences, Tehran, Iran
8 Department of Surgery, Sina Hospital, Tehran University of Medical Sciences, Tehran, Iran
9 School of Medicine, Bahrami Hospital, Tehran University of Medical Sciences, Tehran, Iran
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doi
چکیده
BACKGROUND: This study was designed to assess the clinical judgment of medical students insurgery clinical decision‑making by a standard examination after lecture‑based learning (LBL) orproblem‑based learning (PBL).MATERIALS AND METHODS: A prospective randomized trial study on 175 medical studentswhom were randomly allocated to three groups was performed during November 2017 and January2018. LBL group (n = 103), PBL group led by an attending (n = 39), and PBL group (n = 33) led byan intern. Chi‑squared test and independent student t‑test were used to compare between the twogroups. All the analyses were performed by the two‑sided method using the Statistical Package forthe Social Sciences software (SPSS version 22; SPSS, Inc., Chicago, IL, USA), and a P < 0.05 setas statistically significant.RESULTS: The students in the PBL group scored significantly higher on the posttraining multiple‑choiceexamination, compared to the LBL group (P = 0.048). However, there was no significant differencebetween the PBL group led by an attending and the PBL group led by an intern (P = 0.892).CONCLUSION: We concluded that PBL remarkably increased the students’ scores in theproblem‑solving examination, as compared to the conventional method. We found no significantdifferences in PBL facilitated by an attending or an intern.
