Impact of Introducing a Diagnostic Scheme to Medical Students in a Problem Based Learning Curriculum

Abstract

The curriculum at our Faculty of Medicine is hybrid problem based learning curriculum. Scheme inductive reasoning is one of the strategies used during problem solving. The Aim of this study is to determine the effect of using schemes in problem-solving for the undergraduate medical students, to study the relationship between its use and students’ performance in exams and to have students’ feed-back on this educational method. Two schemes had been introduced to students during the second half of the Endocrine block, one for Diabetes Mellitus, and the second for Cushing syndrome. Students’ approach to clinical problems and their grades in quizzes was compared before and after schemes use. Also students’ feedback on scheme use was investigated through a questionnaire. The results showed that the mean of students’ marks in quizzes was higher (7.47 ± 1.82) after the use of the scheme, than before its use (7.11 ± 2.14), but the difference was statistically insignificant (P=0.326). Number of students with efficient approach to problem solving significantly increased after introduction of schemes, their percentage was 60% before scheme use versus 85.7% after scheme use OR=4, 95% CI (0.84<OR<20.25) P=0.042. In conclusion: Medical students’ skills regarding problem solving was improved after using schemes. Their response to this educational method has been favorable, and most of them recommended use of schemes throughout the PBL process.