BASIC MEDICAL SCIENCES AND PROBLEM-BASED LEARNING: PITFALLS AND POSSIBLE IMPROVEMENT FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS

https://doi.org/10.22146/jpki.57165

Teuku Renaldi(1), Said Usman(2), Maimun Syukri(3), Sofia Sofia(4), Dedy Syahrizal(5*)

(1) Magister Kesehatan Masyarakat, Universitas Syiah Kuala, Banda Aceh – INDONESIA; Ilmu Kesehatan Masyarakat, Universitas Syiah Kuala, Banda Aceh – INDONESIA; Pusat Riset Kolaborasi Ilmu Kesehatan, Universitas Syiah Kuala, Banda Aceh – INDONESIA
(2) Ilmu Kesehatan Masyarakat, Universitas Syiah Kuala, Banda Aceh – INDONESIA
(3) Ilmu Penyakit Dalam, Universitas Syiah Kuala, Banda Aceh – INDONESIA
(4) Ilmu Kesehatan Masyarakat, Universitas Syiah Kuala, Banda Aceh – INDONESIA; Centre of Education Development, Institute for Educational Development and Quality Assurance, Universitas Syiah Kuala, Banda Aceh – INDONESIA; Curricullum Unit, Faculty of Medicine, Universitas Syiah Kuala, Banda Aceh – INDONESIA
(5) Kimia Kedokteran, Universitas Syiah Kuala, Banda Aceh – INDONESIA; Pusat Riset Kolaborasi Ilmu Kesehatan, Universitas Syiah Kuala, Banda Aceh – INDONESIA
(*) Corresponding Author

Abstract


Background: Basic medical sciences are essential foundation for the constructive learning of clinical sciences. Faculty of Medicine, Universitas Syiah Kuala is currently implementing Problem-based learning (PBL) for basic medical sciences. Studies have been conducted in many places with inconsistently different results that it is impossible to draw theoretical and practical conclusions regarding the implementation of PBL for basic medical sciences. This study aimed to evaluate the implementation of PBL for basic medical sciences at Faculty of Medicine, Universitas Syiah Kuala from the perspectives of pre-clinical teachers, clinical teachers and medical students.

Methods: This is a qualitative study with a phenomenological approach. Respondents were pre-clinical teachers, clinical teachers and medical students. Data collection were carried out by using focused-group discussion (FGD). Data analysis was carried out qualitatively by using thematic analysis.

Results: This study identified three themes: (1) integrated thematic blocks are not adequate for the learning of basic medical sciences, (2) inadequacy of basic medical sciences practice activities, and (3) possible improvements through curriculum revision.

Conclusion: The implementation of PBL in the form of integrated blocks for basic medical sciences is not adequately constructive to prepare students to learn clinical sciences. Hybrid curriculum which incorporates conventional methods for basic medical sciences and PBL for clinical sciences is recommended to improve students’ constructive learning. Further studies on hybrid curriculum is needed to evaluate its effect of basic medical sciences.

 

Keywords: Basic medical sciences, Problem-based learning (PBL), practical session, hybrid curriculum, constructive learning, self-directed learning.


Keywords


Basic medical sciences, Problem-based learning (PBL), practical session, hybrid curriculum, constructive learning, self-directed learning.

Full Text:

PDF


References

1. Yaqinuddin A, Ikram MF, Zafar M, Eldin NS, Mazhar MA, Qazi S, et al. The Integrated Clinical Anatomy Program at Alfaisal University: An Innovative Model of Teaching Clinically Applied Functional Anatomy in a Hybrid Curriculum. Advances in Physiology Education. 2016;40:56–63.

2. Syahrizal D, Zaini LM, Rizal S, Magfirah D, Dewi TP, Handayani H, et al. Dokumen Kurikulum Pendidikan Tinggi (kpt) Program Studi Pendidikan Dokter Tahap Akademik (sarjana Kedokteran) Fakultas Kedokteran Universitas Syiah Kuala. FK Unsyiah; 2018.

3. Dolmans DHJM, De Grave W, Wolfhagen IHAP, van der Vleuten CPM. Problem-Based Learning: Future Challenges for Educational Practice and Research. Med Educ. 2005;39:732–41.

4. Meo SA. Undergraduate Medical Student’s Perceptions on Traditional and Problem Based Curricula: Pilot Study. J Pak Med Assoc. 2014;64:5.

5. Cowan M, Arain NN, Assale TSA, Assi AH, Albar RA, Ganguly PK. Student-Centered Integrated Anatomy Resource Sessions at Alfaisal University. Anat Sci Ed. 2010;3:272–5.

6. Annamalai N, Manivel R, Palanisamy R. Small Group Discussion: Students Perspectives. Int J App Basic Med Res. 2015;5:18.

7. Kandi V, Basireddy PR. Creating a Student-centered Learning Environment: Implementation of Problem- based Learning to Teach Microbiology to Undergraduate Medical Students. 2018;17.

8. Bergman EM, de Bruin AB, Herrler A, Verheijen IW, Scherpbier AJ, van der Vleuten CP. Students’ Perceptions of Anatomy Across the Undergraduate Problem-Based Learning Medical Curriculum: A Phenomenographical Study. BMC Med Educ. 2013;13:152.

9. Al-Madi EM, Celur SL, Nasim M. Effectiveness of Pbl Methodology in a Hybrid Dentistry Program to Enhance Students’ Knowledge and Confidence. (a Pilot Study). BMC Med Educ. 2018;18:270.

10. Mayner L, Gillham D, Sansoni J. Anatomy and Physiology for Nursing Students: Is Problem-Based Learning Effective? Professioni Infermieristiche. 2013;182–6.

11. Pourshanazari AA, Roohbakhsh A, Khazaei M, Tajadini H. Comparing the Long-Term Retention of a Physiology Course for Medical Students with the Traditional and Problem-Based Learning. Adv in Health Sci Educ. 2013;18:91–7.

12. McBride JM, Drake RL. Longitudinal Cohort Study on Medical Student Retention of Anatomical Knowledge in an Integrated Problem-Based Learning Curriculum. Medical Teacher. 2016;38:1209–13.

13. Doomernik DE, van Goor H, Kooloos JGM, ten Broek RP. Longitudinal Retention of Anatomical Knowledge in Second-Year Medical Students: Retention of Anatomical Knowledge. American Association of Anatomists. 2017;10:242–8.

14. AlMohanna AM, Suliman ME, AlEssa NA, Khatib SY, Saeed AA, Hamza MA. Recall of Physiology Knowledge Among Medical Interns: An Exploratory Study in Riyadh, Saudi Arabia. Advances in Physiology Education. 2018;42:541–6.

15. Thomas PA, Kern DE, Hughes MT, Chen BY, editors. Curriculum Development for Medical Education: A Six-Step Approach. Third edition. Baltimore: Johns Hopkins University Press; 2016. 300 p.

16. Bryman A. Social Research Methods. 4th ed. Oxford ; New York: Oxford University Press; 2012. 766 p.

17. Nisbett RE. The Geography of Thought: How Asians and Westerners Think Differently-- and Why. New York: Free Press; 2003. 263 p.

18. Joy S, Kolb DA. Are There Cultural Differences in Learning Style? International Journal of Intercultural Relations. 2009;33:69–85.

19. Naz AS, Rehman R, Jamil Z, Ahmed K, Surti A. Students’ Perceptions of Usefulness of Anatomy Demonstrations in Traditional and Hybrid Undergraduate Medical Education Curricula. J Pak Med Assoc. 2017;67:4.

20. Alhassan A, Majeed S. Perception of Ghanaian Medical Students of Cadaveric Dissection in a Problem-Based Learning Curriculum. Anatomy Research International. 2018;2018:1–7.

21. Thompson KL, Gendreau JL, Strickling JE, Young HE. Cadaveric Dissection in Relation to Problem‐Based Learning Case Sequencing: A Report of Medical Student Musculoskeletal Examination Performances and Self‐Confidence. Anat Sci Educ. 2019;12:619–26.

22. Devine OP, Harborne AC, Horsfall HL, Joseph T, Marshall-Andon T, Samuels R, et al. The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning. BMC Medicine. 2020;18:126.

23. Syahrizal D, Renaldi T, Dianti SW, Jannah N, Rachmah R, Firdausa S, et al. The Differences in Perceptions of Interprofessional Education Among Health Profession Students: The Indonesian Experience. JMDH. 2020;Volume 13:403–10.



DOI: https://doi.org/10.22146/jpki.57165

Article Metrics

Abstract views : 3892 | views : 2598

Refbacks



Copyright (c) 2020 Teuku Renaldi, Said Usman, Maimun Syukri, Sofia Sofia, Dedy Syahrizal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:


JPKI Stats