Comparison of PBL and simulation educational methods for the acquisition of medical knowledge.
Background: Medical-related curricula often incorporate a variety of small group teaching methods such as simulation and problem-based learning (PBL). Both of these methods offer unique opportunities for acquiring medical knowledge. The purpose of this study was to determine which method simulation...
| Publicado en: | Respiratory Care Education Annual Vol. 18; pp. 31 - 38 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Association for Respiratory Care
2009 Fall
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105324141&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105324141 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 23720735 YTD jtl: Respiratory Care Education Annual issn: 23720735 maglogo: N pubinfo: dt: 2009 Fall vid: 18 pid: 16395 pub: American Association for Respiratory Care place: Irving, Texas artinfo: ui: 105324141 105324141 2010436437 105324141 ppf: 31 ppct: 7 formats: tig: atl: Comparison of PBL and simulation educational methods for the acquisition of medical knowledge. aug: au: Murphy PW Engle K Jorns LJ Herrington CP Lindsey LM affil: Louisiana State University Health Sciences Center-Shreveport, School of Medicine, Dean's Office, 1501 Kings Highway, Shreveport, Louisiana 71133-3932; pmurph@lsuhsc.edu sug: subj: Education, Medical Problem-Based Learning Simulations Comparative Studies Convenience Sample Descriptive Statistics Education Research Louisiana Models, Anatomic Outcomes of Education Evaluation Poisoning Education Preceptorship Pretest-Posttest Design Questionnaires Schools, Medical Student Satisfaction Evaluation Students, Medical Wilcoxon Rank Sum Test Human ab: Background: Medical-related curricula often incorporate a variety of small group teaching methods such as simulation and problem-based learning (PBL). Both of these methods offer unique opportunities for acquiring medical knowledge. The purpose of this study was to determine which method simulation or problem- based learning is the most effective method for teaching students about organophosphate poisoning. Methods: Two groups of students were presented the same case on organophosphate poisoning utilizing either simulation or problem-based learning as the instructional method. Students were given a pretest and posttest to measure the amount of knowledge gained after instruction. A self-satisfaction survey was used to address learner approval in order to determine the most preferred method for acquiring new material. Data/Results: A total of 113 fourth- year medical students were divided into two groups according to simulation or problem-based learning (PBL) methods of instruction. The simulator group had a significantly higher average posttest score than the PBL group (p<0.01). Eighty-six percent of students in the simulation group agreed or strongly agreed that simulation was a superior method for learning new material as opposed to 71% in the PBL group who agreed or strongly agreed that PBL was the superior method for learning new material. Conclusion: Medical-related programs want to provide the best instruction possible for training future health care professionals. For fourth-year medical students, simulation learning was better than problem-based learning for the acquisition of knowledge regarding organophosphate poisoning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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