Problem-based Learning and Team Learning – Evaluation of an integrated dermatology-pharmacology session in a reformed medical curriculum

Integrated curricula promote student centred learning but are sometimes considered to run the risk of missing essential learning objectives by teachers. In this study we assessed the efficacy of a short course combining problem-based learning and elements of team learning with particular emphasis on masteringof certain learning objectives qualitatively and quantitatively. Seven groups of six to 12 students were confronted with two problem-based dermatology-pharmacology related cases in an undergraduate course during three in-class sessions of one hour each. In addition, team-learning elements were integrated in the sessions. Multiple choice tests were used to compare pre-session and post-session knowledge, and student comments were recorded. In each group the post-session test yielded significantly higher scores (89-100 % correct answers) compared to the pre-session test (40-69 %; p < 0.01). There was no correlation between the pre-session and the post-session test results, indicating that the latter in fact represent the knowledge gained during the sessions. All groups considered the session format as excellent, and six out of seven groups considered the combination of team learning elements and problem-based learning to be superior to problem-based learning alone. In conlusion, team learning elements can be successfully added to problem-based learning in order to master pre-defined learning objectives.

25.02.2007 | Josef SMOLLE (Graz)