medigraphic.com

2020, Number 1

<< Back Next >>

Rev Fac Med UNAM 2020; 63 (1)

Problem-Based Learning as a Didactic Strategy for Medical Education

Laguna MKD, Matuz MD, Pardo VJP, Fortoul GTI

Language: Spanish
References: 30
Page: 42-47
PDF size: 347.51 Kb.


ABSTRACT

Medical education faces new challenges in the development and acquisition of competencies in medical students, and although there are teaching strategies that can be helpful to reach this goal, PBL is one of the best strategies. In order to take advantage of PBL, it is important to understand the method and the various ways in which it has been implemented, as well as to identify the difficulties and disadvantages of PBL. The objective of this article is to review the PBL method, its advantages and disadvantages, and some frequent mistakes in its implementation, emphasizing the Mexican context.


REFERENCES

  1. Abela J. Adult learning theories and medical education: A review. Malta Med J. 2009;21(1):11-8.

  2. Frank JR, Snell LS, Cate O Ten, Holmboe ES, Carraccio C, Swing SR, et al. Competency-based medical education: Theory to practice. Med Teach. 2010;32(8):638-45.

  3. Holmboe ES, Sherbino J, Long DM, Swing SR, Frank JR. The role of assessment in competency-based medical education. Med Teach. 2010;32(8):676-82.

  4. Sánchez M, Lifshitz A, Vilar P, Martínez A. Educación Médica. Teoría y práctica. 1o Edición. México: Elsevier Inc; 2015. 59-66 p.

  5. Servant-Miklos VFC. Fifty Years on: A Retrospective on the World’s First Problem-based Learning Programme at McMaster University Medical School. Heal Prof Educ [Internet]. 2018;5(1):3-12. Disponible en: https://doi.org/10.1016/j. hpe.2018.04.002

  6. Barrows HS. Problem-based learning in medicine and beyond: A brief overview. New Dir Teach Learn. 1996;1996(68):3-12.

  7. Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, Mac- Dougall C, Matthews P, et al. The effectiveness of casebased learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):142-59.

  8. Gurpinar E, Kulac E, Tetik C, Akdogan I, Mamakli S. Do learning approaches of medical students affect their satisfaction with problem-based learning? AJP Adv Physiol Educ [Internet]. 2013;37(1):85-8. Disponible en: http:// ajpadvan.physiology.org/cgi/doi/10.1152/advan.00119.2012

  9. Qin Y, Wang Y, Floden RE. The Effect of Problem-Based Learning on Improvement of the Medical Educational Environment: A Systematic Review and Meta-Analysis. Med Princ Pract. 2016;25(6):525-32.

  10. Héctor Gutiérrez Ávila J, de la Puente Alarcón G, Gonzalez A, Piña E. Aprendizaje Basado en Problemas. Un camino para aprender a aprender. 2012.

  11. CAABYS. Plan de Estudios de la Licenciatura de Médico Cirujano 2010. 2010;40-9. Disponible en: http://www.facmed. unam.mx/_documentos/planes/mc/PEFMUNAM.pdf

  12. Morales-López S, Muñoz-Comonfort A, Fortoul-van der Goes TI. Evaluación del tutor en la aplicación de la estrategia de aprendizaje basado en problemas en las asignaturas de Integración Básico Clínica I y II. Investig en Educ Médica [Internet]. 2016;5(17):40-8. Disponible en: http:// linkinghub.elsevier.com/retrieve/pii/S2007505715000782

  13. Gijselaers W, Schmidt H. Development and evaluation of a causal model of problem-based learning. In: Co. SP, editor. Innovation in Medical Education: An Evaluation of Its Present Status. New York: Springer Publishing Co.; 1990. p. 95-113.

  14. García C, Martínez A. Calidad de los problemas de ABP. Evidencia de validez de un instrumento. Revista de Investigación en Educación Médica. 2018 Jul.

  15. Van Berkel HJM, Dolmans DHJM. The influence of tutoring competencies on problems, group functioning and student achievement in problem-based learning. Med Educ. 2006;40(8):730-6.

  16. Azer SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Med Teach. 2005;27(8):676-81.

  17. Azer SA. Becoming a student in a PBL course: Twelve tips for successful group discussion. Med Teach. 2004;26(1):12- 5.

  18. Jin J, Bridges SM. Educational technologies in problembased learning in health sciences education: A systematic review. J Med Internet Res. 2014;16(12):1-13.

  19. Wang SY, Tsai JC, Chiang HC, Lai CS, Lin HJ. Socrates, problem-based learning and critical thinking - A philosophic point of view. Kaohsiung J Med Sci. 2008;24(3 SUPPL.).

  20. Bate E, Taylor DCM. Twelve tips on how to survive PBL as a medical student. Med Teach. 2013;35(2):95-100.

  21. Savery J. Overview of Problem-based Learning: Definitions and Distinctions. Interdiscip J Probl Learn. 2015;1(October): 26-30.

  22. Karakitsiou DE, Markou A, Kyriakou P, Pieri M, Abuaita M, Bourousis E, et al. The good student is more than a listener the 12+1 roles of the medical student. Med Teach. 2012;34(1).

  23. Sola C. Aprendizaje Basado en Problemas. Trillas Editor. 2005;

  24. Vink S, van Tartwijk J, Verloop N, Gosselink M, Driessen E, Bolk J. The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups. Adv Heal Sci Educ. 2016;21(3):643-57.

  25. Margery E. Complejidad, transdisciplinariedad y competencias: cinco viñetas pedagógicas. Uruk Editor. 2010;119.

  26. Kerdijk W, Snoek JW, Van Hell EA, Cohen-Schotanus J. The effect of implementing undergraduate competencybased medical education on students’ knowledge acquisition, clinical performance and perceived preparedness for practice: A comparative study. BMC Med Educ [Internet]. 2013;13(1):1. Available from: BMC Medical Education

  27. Fernández L, Fonseca S. Aprendizaje basado en problemas: consideraciones para los graduados en medicina familiar y comunitaria en Ecuador. MEDISAN. 2016;20(9):4000-14.

  28. Ulger K. The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education. Interdiscip J Probl Learn [Internet]. 2018;12(1):128-47. Disponible en: http://10.0.30.91/1541- 5015.1649%0Ahttp://search.ebscohost.com/login.aspx?dir ect=true&db=ehh&AN=129597525&site=ehost-live

  29. Olivares SLO, Escorza YH. Desarrollo del pensamiento crítico en ambientes de aprendizaje basado en problemas en estudiantes de educación superior. Rev Mex Investig Educ. 2012;17(54):759-78.

  30. Strobel J, van Barneveld A. When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms. Interdiscip J Probl Learn [Internet]. 2009;3(1). Disponible en: https://docs.lib.purdue.edu/ijpbl/ vol3/iss1/4




2020     |     www.medigraphic.com