Improving pediatric problem-based learning sessions in undergraduate and graduate medical education
| Autor: | Katherine L Harriel, John T. Parboosingh |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Medical education
Medical psychology Students Medical Education Medical Interactive video business.industry Learning community Graduate medical education Problem-Based Learning Pediatrics Session (web analytics) 03 medical and health sciences 0302 clinical medicine Problem-based learning Education Medical Graduate 030225 pediatrics 030220 oncology & carcinogenesis Pediatrics Perinatology and Child Health ComputingMilieux_COMPUTERSANDEDUCATION Medicine Humans Personal experience business Social capital |
| Zdroj: | Current opinion in pediatrics. 32(6) |
| ISSN: | 1531-698X |
| Popis: | Purpose of review Problem-based learning (PBL) sessions have become common alternatives to traditional didactic-style sessions in medical education, including within pediatric education. The creation and execution of PBL sessions, however, can vary among institutions and even between educators at a given institution. Coupling the personal experiences of a recently-graduated medical student with that of a knowledgeable medical educator, the authors sought to analyze two PBL session experiences of the medical student during her second year with the goal of pinpointing specific elements that add value for both learners and facilitators. Recent findings Through this analysis, the authors propose enhancements to PBL sessions that may make them more optimal for developing knowledge in pediatric medicine. These include utilizing an interactive video of the clinical problem to more uniformly assess the learner's knowledge gaps, supporting the creation and evolution of peer-to-peer learning communities, and helping to educate facilitators in how to guide dialogue in this type of educational setting. Summary The PBL enhancements identified by the authors provide educators with innovative suggestions to better engage pediatric trainees in building social capital, acquiring knowledge, and helping learners retain that knowledge beyond their assessments. |
| Databáze: | OpenAIRE |
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