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  1. Developing a facilitation skills training programme for problem-based learning tutors
    Kukkamalla A, Lakshminarayana SK
    Med Educ, 2011 Nov;45(11):1152-3.
    PMID: 21936865 DOI: 10.1111/j.1365-2923.2011.04107.x
    Matched MeSH terms: Problem-Based Learning/organization & administration*
  2. Fulltext An Integrated Dyspepsia Module for First-year Pharmacy Students
    De Matteis CI, Randall MD, Harvey EJ, Morris A, Winkler GS, Boardman HF
    Am J Pharm Educ, 2019 Feb;83(1):6508.
    PMID: 30894766 DOI: 10.5688/ajpe6508
    Objective. To design an integrated dyspepsia module for first year pharmacy students that combines clinical and professional practice with fundamental sciences in five different science subject areas. Methods. The approaches used in designing this module are described with emphasis on strategies adopted to integrate science and practice, and the new ways of working adopted by the design team. Students' views and experiences of the module and its integration were explored using questionnaires. Results. A high proportion of students reported positive views and experiences of the module, the integration and its impact (as self-reported) on their learning and practice. The assessment of student performance indicated learning and attainment was at an appropriate level for a first-year module. Both the student grades and research results indicate a positive student learning experience. Conclusion. The dyspepsia module provides a flexible and effective template for the integration of science and practice in theme-based modules, with students reporting positively about the integration, including their perception of its contribution to improving their learning and understanding. New and more collaborative ways of working are required when designing integrated modules.
    Matched MeSH terms: Problem-Based Learning/organization & administration*
  3. Fulltext Perceptions of medical students regarding community-based teaching experiences: an observation from Bangladesh
    Ahmed SMM, Hasan MN, Kabir R, Arafat SMY, Rahman S, Haque M, et al.
    Rural Remote Health, 2019 08;19(3):4614.
    PMID: 31400766 DOI: 10.22605/RRH4614
    INTRODUCTION: Community orientation in medical education, which prepares medical students to become more effective practitioners, is now a global movement. Many medical schools around the world have adopted the concept as the main curricular framework in order to align learning programs with the needs of the community and the learner. Despite many changes over the past few decades, many improvements are still needed in medical education in Bangladesh. This study investigated medical students' perceptions of the community-based learning experiences incorporated into the Bachelor of Medicine, Bachelor of Surgery (MBBS) degree at Uttara Adhunik Medical College, Dhaka (UAMC), Bangladesh.

    METHODS: A total of 135 students from three undergraduate year levels of the MBBS degree at UAMC, Dhaka, Bangladesh, undertook study tours (community-based teaching, CBT) as a part of a community medicine course and visited a medical college, two rural health centres and a meteorology centre in the Cox's Bazar district, 400 km from Dhaka city. A questionnaire was used to assess the perceptions of students regarding the administration, organisation and learning experiences of the study tours. Students were required to write reports, present their findings and answer questions in their examinations related to the study tours and CBT.

    RESULTS: The majority of the students agreed or strongly agreed that the tour was a worthwhile (93%) and enjoyable (95%) learning experience that helped them to understand rural health issues (91%). More than half of the students reported that the study tours increased their awareness about common rural health problems (54%) and provided a wider exposure to medicine (61%). Only 41% of students reported that the study tour increased their interest in undertake training in a rural area. A substantial number of students also expressed their concerns about the planning, length, resources, finance and organisation of the study tours.

    CONCLUSIONS: Overall, the study tours had a positive effect, enhancing students' awareness and understanding of common rural health problems. As study tours failed to increase the motivation of the students (approximately 60%) to work in rural areas, CBT in the medical curriculum should be reviewed and implemented using effective and evidence-based models to promote interest among medical students to work in rural and underserved or unserved areas.

    Matched MeSH terms: Problem-Based Learning/organization & administration*
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