>Year 2012, Issue 05
Arce GDL, Houelly PE, Castellanos GMA, Limonta CA, Heredia JAL
Activities of the teaching staff in the implementation of the learning method based on the solution to problems in Ghana
MediSan 2012; 16 (05)
PDF: 125.48 Kb.
[Full text - PDF]
A descriptive and observational study on the teaching staff 's activities, mainly as tutors in biomedical contents teaching was carried out at the School of Medicine and Health Sciences in Tamale (Ghana), from 2008 to 2011, taking into account the learning based on the solution to problems. Among the main identified difficulties, which never overcame the advantages, there were: to motivate more the participation of the students in the class, to listen the concerns of the students, as well as to ask and to investigate about the process of reasoning of the students, whose percentages fluctuated from 43.3 to 40.0, in that order; however, the interest for the implementation of this method is increasing in the new medical universities of the world with development needs.
||learning based on the solution to problems, tutor, medical student, medical university, Ghana.
Pallie W, Carr DH. The McMaster medical education philosophy in theory, practice and historical perspective. Med Teach.1987;9:59-71.
Neville AJ, Norman GR. PBL in the Undergraduate MD Program at McMaster University: three iterations in three decades. Acad Med. 2007;82:370-4.
Fernández Martínez M, García Sánchez JN, De Caso Fuertes A, Hidalgo Redondo R, Arias Gundín O. El aprendizaje basado en problemas. Revisión de estudios empíricos internacionales. Revista de Educación. 2006;341:397-418.
Salinas Sánchez AS, Hernández Millán I, Virseda Rodríguez JA, Segura Martín M, Lorenzo Romero JG, Giménez Bachs JM. El aprendizaje basado en problemas en la enseñanza de la urología. Modelo de la Facultad de Medicina de la Universidad de Castilla-La Mancha. Actas Urol Esp. 2005;29(1):8-15.
González López E, García Lázaro I, Blanco Alfonso A, Otero Puime A. Educ Méd (Barcelona). 2010 [citado 23 jun 2011];13(1). Disponible en: http://dx.doi.org/10.4321/S1575-18132010000100005
Koh GC, Khoo HE, Wong ML, Koh D. The effects of problem-based learning during medical school on physician competency: a systematic review. CMAJ. 2008;178(1):34-41.
Schmidt HG, Vermeulen L, Van der Molen HT. Long-term effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Med Educ. 2006;40(6):562-7.
Hoffman K, Hosokawa M, Blake R Jr, Headrick L, Johnson G. Problem-based learning outcomes: ten years of experience at the University of Missouri-Columbia School of Medicine. Acad Med. 2006;81(7):617-25.
Wood DF. Problem based learning. BMJ. 2008;336:971-5.
Molina Ortiz JA, García González A, Pedraz Marcos A, Antón Nardiz MV.Aprendizaje basado en problemas: una alternativa al método tradicional. [citado 23 jun 2011]. Disponible en:http://campus.usal.es/~ofeees/NUEVAS_METODOLOGIAS/ABP/molina.pdf
>Year 2012, Issue 05