Problem-based Learning Case Research Articles

Online Problem-Based Learning in Child and Adolescent Psychiatry at Nagoya University, Japan

Purpose: Mental health care is limited worldwide, especially for children and adolescents. Moreover, there are barriers to using mental health services for children and adolescents, including a shortage of standardized training programs and the subsequent workforce. To solve this problem, Japan adopted problem-based learning (PBL) to enhance standardized medical education about child and adolescent psychiatry (CAP). This preliminary study aimed to evaluate online CAP studies at Nagoya University (NU), Japan, with a focus on PBL materials. Design and methods: A descriptive cross-sectional preliminary study was carried out at NU with a questionnaire developed under the Trondheim–Nagoya (TroNA) project by NU and the Norwegian University of Science and Technology (NTNU). The questionnaire, measuring students’ perceptions and understanding of the PBL curriculum and PBL in the CAP, consisted of 15 questions answered on a three-point Likert scale. To compare the PBL CAP delivered online (2021) with the established PBL CAP carried out in person (2019) at NU, an identical questionnaire was used both in 2019 and 2021. Results: The majority of medical students in both in-person (82.5%) and online (91.2%) classes agreed that PBL helped them develop clinical problem-solving skills. In addition, 53.6% of the students in the in-person class and 75.8% of the students in the online class thought PBL enhanced their understanding of CAP. In terms of specific case scenarios, the majority of students in the in-person class (59.8%) and online class (74.7%) agreed that the PBL case helped them understand the importance of a multidisciplinary approach in CAP. Conclusions: Most of the NU medical students were generally satisfied with CAP’s online PBL curriculum. The online PBL CAP curriculum with specific case scenarios can provide medical students with suitable educational means. This preliminary study can to a certain extent provide information relevant for the development of online PBL education in CAP patients and for planning to attract more future doctors to CAP.

Improving prescribing learning in problem-based learning.

Prescribing errors are known to occur in clinical practice. To ensure prescribing competence, foundation doctors in the United Kingdom now need to pass a national Prescribing Safety Assessment (PSA). Medical students are requesting more prescribing learning. We propose that early year's problem-based learning (PBL) sessions in medical curricula may be a place where more prescribing-related material could be added to ensure preparedness to prescribe. We modified existing PBL material by adding prescribing-related tasks within the patient cases. To ensure relevancy, the prescribing tasks were blueprinted to the assessment structure of the PSA. An example task would be to tailor prescribing, advise on required monitoring and provide information about medication to the (fictional) patients. Free text questionnaires were sent to second-year medical students at two points in the academic year. Thirty-eight of 244 participants responded. Students expressed perceived deficits in their prescribing education both within PBL and in other curriculum areas. Students desired more faculty-led approaches to learning, yet acknowledged that the tasks introduced in PBL sessions, especially those that promoted use of clinical guidelines and national prescribing resources were useful. Although students expressed a desire for increased faculty-led learning on prescribing, the introduction of prescribing tasks into early-year's PBL cases has a place. For example, tasks that promote students' use of prescribing and evidence-based resources may build their confidence in using them throughout their medical degree and within the PSA assessment (where the formularies can be used by candidates).

A comparative analysis of online learning versus face-to-face learning approach in problem based learning in dentistry.

Problem-based learning (PBL), a student-centered approach which has been implemented in many educational institutes worldwide. This study aimed to evaluate and compare the proficiency of students in 5 key areas of PBL process and assess perceptions of students towards PBL learning using a self-explanatory questionnaire. This cross-sectional study was conducted from March 2020 to September 2022 and evaluated perceptions of 1st year dental students of Batch 2021 (having Face-to-face PBL sessions) and batch 2020 (having online PBL sessions) using a questionnaire. Three similar PBL cases were used, which assessed PBL parameters that included attendance, group dynamics, knowledge, communication skills and preparation. Statistical analysis was performed for all the categorical and continuous variables. Majority of Distance Learning (DL) group (66.7%) concurred that PBL helped improve their communication skills, decision making power (66.7%), self-directed learning (80%) and promoted interaction with peers (66.7) and teachers (68.9%). The Face -to- Face (FF) group demonstrated better scores (7.7±2.42 & 7.55±2.55) with respect to their attendance and group dynamics (7.44±2.17 & 8.02±2.40) in PBL 1 & 3 as compared to DL group. Overall, better performance in all the 5 key areas of PBL was observed for the FF group versus the DL group. The Distance learning (DL) group displayed a positive attitude and perception towards PBL as a learning strategy whereas Face-to-face (FF) group showed greater performance and proficiency in the key PBL parameters scores.

Concept Mapping as Problem-Based Learning: Assessing its Effectiveness in Teaching-Learning Processes

Whether they are students or working doctors, effective people in the medical field have knowledge structures that are made up of large, integrated frameworks of linked topics. Improving clinical problem- solving along with other higher-level cognitive functions is one of the many potential results of developing this knowledge foundation. Concept mapping is a technique that makes it possible to see how students conceptualise the ideas that constitute the basis of the knowledge they have been given. Concept maps are based on theories from the academic field of learning theory and may be used by students as a support aid when they solve problems (PBL). In problem-based learning (PBL) classrooms, students may draw concept maps that integrate fundamental scientific and social concepts in addition to PBL cases. In addition to promoting communication, detecting knowledge gaps, coming up with ideas for learning goals, stimulating application across disciplinary boundaries, and evaluating each student's progress, the usage of concept maps in PBL lessons may also be advantageous. Concept mapping may also be useful for students in other PBL contexts, such as large-scale seminar discussion and team-based learning settings. Students may get a deeper understanding of the relationships between different concepts and the Problem-Based Learning (PBL) case that is being examined by using these kinds of PBL settings. The creation of reliable, validity-evidenced tools is one of the challenges preventing idea mapping from being widely used in medical education.

교직이론 과목에서 현장 역량 강화를 위한 혼합형 PBL 수업 사례 연구

This study attempted to present a specific case of blended Problem-Based Learning (PBL) in teacher education course to enhance the field competency of pre-service teachers. The participants were first-year adult learners majoring in Early Childhood Education who were enrolled in the educational psychology course. The blended PBL process was organized by appropriately combining face-to-face and online sessions, following the sequence of 'Course Introduction,' 'Problem Presentation,' 'Subsequent Problem Steps,' 'Presentation of Results and Discussion,' and 'Review and Evaluation of Learning Outcomes.' Five PBL problems were developed, and during the initial five weeks, students were assigned to individually contemplate one problem per week. In the 10th week, a face-to-face group discussion session was conducted. Subsequently, continuous online communication through Learning Management System (LMS) and Social Networking Services (SNS) was maintained, leading to the group presentation of the final project at the end of the semester. The analysis of reflection journals submitted by students after the class was conducted to assess the effectiveness of a blended PBL course. The case presented in this study proposes a form of instructional design that integrates real-world experiences, suggesting a hybrid approach to PBL in education. Furthermore, the application of blended PBL in educational psychology courses suggests the potential to enhance field competency in teacher education courses.

DEVELOPING THE CONSCIENTIOUSNESS OF A SCIENTIST: COORDINATION OF THEORY AND PRACTICE WHEN EDUCATING HIGHLY QUALIFIED PERSONNEL

Contemporary challenges tend to raise new questions about the researchers’ conscientiousness and about the ways of developing it in young scientists. In this regard, the article systematizes ethical aspects of scientific research and manifestations of the researchers’ conscientiousness; it also suggests effective methods for teaching postgraduate students aimed at developing a conscious, responsible approach to their professional activities. The article suggests to consider ethical dilemmas from different points of view: utilitarianism, aretology, deontology. Conscientiousness appears to be understood as an ability for “inner dialogue”, on the basis of which a person strives for the maximum harmonization of him-/herself and the world in the horizon of the possible. The choice of the best, therefore, seems not to have pre-made schemes, it involves “trying on” each-time-unique situation using critical and creative thinking. Thus, development of the conscientiousness of a scientist may be built on the material of experience, reflection and self-sustained solution of certain situations (from the history of science and modeled). Hence, it is advisable to use problem-based learning methods, game technologies and case studies, the methodological designs and examples of which are also briefly presented in this article.

A 10-Step Process to Align Problem-Based Learning With Accreditation Expectations for Self-Directed and Lifelong Learning.

Self-directed and lifelong learning (SDLL) skills are essential skillsets in both undergraduate and graduate medical education (UME and GME). Hence, medical schools' accreditation bodies emphasize the requirements to acquire these skills in their accreditation standards. For example, in the United States, the Liaison Committee on Medical Education (LCME) clearly defines the components of the SDLL process in Element 6.3 of Accreditation Standard Six. Among the active learning pedagogies, problem-based learning (PBL) provides ample learning opportunities where SDLL skills are effectively applied. The aim of this article is to streamline the process of developing, delivering, and evaluating PBL sessions in line with the SDLL accreditation requirements through a 10-step design and implementation process. Our 10-step process, detailed in the article, starts with developing learning objectives that inform the content of the PBL case and the required embedded learning triggers. The process carefully addresses the components of the SDLL process and other aspects of the accreditation needs within the framework of PBL. The approach to implementation, feedback, assessment, and evaluation is explicitly described to meet the regulatory expectations. In addition to the essential role in UME and GME, SDLL skills are vital requisites for continuing medical education of all physicians. Instilling this skillset early in medical students helps to cultivate their ability to apply these skills in their future professional roles. Using accreditation standards as a foundation for creating learning experiences, for example, PBL, requires careful content development and sequencing. Such a process needs explicit standardized steps that should not only be feasible, but also transferable for usage by different medical schools. Our streamlined 10-step process of designing and delivering an SDLL-oriented PBL experience can easily be adopted by other medical schools to address the SDLL skills acquisition as well as meeting the accreditation requirements.

An acceptability study of the introduction of total online or partial online PBL in a large classroom setting in biochemistry

BackgroundTraditional problem-based learning (PBL) relying on tutored learning in small groups is very resource-intensive. Little is known about the benefits of PBL in a large classroom setting. This paper introduced a PBL case into the traditional didactic biochemistry course and investigated the acceptability of total online or partial online PBL in a large classroom setting introduced during the coronavirus pandemic.MethodsThe students were allocated into either total online Group 1, partial online Group 2, or partial online and with poorer academic performance Group 3. A questionnaire comprising of 8 closed-ended questions and 2 open-ended questions and final exam performances were used to evaluate the acceptability of total online or partial online PBL in a large classroom setting. The 8 closed-ended questions were analysed by the Kruskal–Wallis test or chi-square tests. The word cloud analysis of the 2 open-ended questions were conducted by Wenjuanxing. Students’ performances in the final examination were analysed by One-way Anova.ResultsBoth total online and partial online PBL were rated highly by the students. Overall, there were no significant differences in the effectiveness evaluation of PBL between Group 2 and Group 3. There were no significant differences in final exam performances between Group 1 and Group 2. However, Group 1 rated the effectiveness of PBL much higher than Group 2 and 3. Word cloud analysis of the 2 open-ended questions showed students’ positive perspectives of PBL. In biochemistry teaching, from the perspective of the students, the expected optimal number of useful PBL cases might be 2.ConclusionsBoth total online and partial online PBL in a large classroom setting were widely accepted as a beneficial supplement to traditional biochemistry classes.

Integration of Radiation Oncology Into the Preclinical Curriculum Through Problem-Based Learning

Early exposure to oncology care during the pre-clinical years of medical school may translate to increased student interest in oncology-related fields and improved understanding of oncologic treatment modalities, including radiation oncology. Many schools incorporate problem-based learning (PBL) into the medical school curriculum; this is an opportunity to immerse students in oncologic case management. We describe the effective incorporation of one course into the medical school curriculum that may be replicated at other institutions. A PBL case regarding pancreatic cancer was created by a radiation oncology resident and faculty member in collaboration with the gastrointestinal course director for first-year medical students at a single institution. Pancreatic cancer was chosen based on curricular needs. Learning objectives were discussed to guide the creation of the case. All 140 first-year medical students participated in the one-hour small group case focused on oncologic work up, multi-disciplinary care and radiotherapy concepts. Students were provided with a case prompt and resources to review prior to the PBL session. Volunteer radiation oncology facilitators attended a thirty-minute educational meeting and were provided a detailed case guide one week prior to the PBL session. During the PBL case, facilitators guided students to achieve desired learning objectives. Among the 76 (54%) medical students who completed an optional post-PBL survey, the majority reported that the case motivated them to learn more about oncology (89%) and radiation oncology (82%). There was an increase in the number of subscribers to the Oncology Interest Group (43% increase from previous year) and preclinical students shadowing in the radiation oncology department. The PBL case was continued in future years for all first-year students and extended to two hours to promote additional discussion in response to student and facilitator feedback. A cancer-specific PBL case facilitated by radiation oncology educators is an effective avenue to integrate radiation oncology into the pre-clinical curriculum and stimulate interest in oncology amongst first-year medical students.

The Use of Problem-Based Learning Curriculum to Increase Medical Student Exposure to Radiation Oncology

In recent years, there has been a decline in the number of radiation oncology residency applicants. New techniques to recruit students to the field are necessary. Early exposure to oncology care in pre-clinical years may translate to increased student interest in oncology-related fields and improved understanding of oncologic treatment modalities. We propose that a cancer-specific problem-based learning (PBL) case will increase exposure to oncology during pre-clinical years. A PBL case regarding pancreatic cancer was created by a radiation oncology resident/faculty member and the gastrointestinal course director for first-year medical students (n = 140) at a single institution. The one-hour small group case focused on oncologic work up, multi-disciplinary care and radiotherapy concepts. Students were provided with a case prompt and resources to review prior to the PBL session. Volunteer radiation oncology facilitators then guided students through the case to achieve desired learning objectives. Following the PBL, students completed an optional nine-question survey regarding their experience. A total of 76 (54%) medical students completed the post-PBL survey. The majority (89%) of students reported that the case motivated them to learn more about oncology, and almost all (99%) noted improved understanding of the multidisciplinary nature of cancer care. 75 (99%) students reported increased understanding of how radiotherapy is delivered. 62 (82%) students reported increased motivation to learn about radiation oncology. 38 (50%) students reported that they plan to participate in an elective in oncology. 36 (47%) reported that they are considering pursuing an oncologic field. There was an increase in the number of subscribers to the Oncology Interest Group (43% increase from previous year) and positive feedback was noted from free-text responses from participants. Integrating a cancer-specific PBL case facilitated by radiation oncology educators into the pre-clinical curriculum is an effective avenue to introduce oncology concepts and stimulate interest in oncology amongst first-year medical students.

Using AI to produce problem-based learning cases.

Using AI to produce problem-based learning cases.

Developing One Health capacity and networks through virtual training

The Food and Agriculture Organization of the United Nations (FAO) Virtual Learning Centers (VLCs) deliver online tutored courses with the aim of developing field capacity to integrate wildlife and ecosystem elements to approach One Health challenges. These courses also aim to create networks of professionals under the One Health umbrella. These courses cater to professionals from a variety of organizations and with a wide range of expertise, including animal health, public health, wildlife and natural resource management. The courses combine self-directed interactive modules with virtual workshops focusing on problem-based learning case studies (PBLs). Additionally, participants are encouraged to participate in an online asynchronous discussion forum. Each course is delivered for multiple countries within a FAO region and is tailored to cover specific One Health topic areas. Once the topic area is defined, subject matter experts and the regional VLC build the training activities by developing course-specific PBLs and selecting up to five self-directed modules that introduce concepts related to those PBLs from the course catalog of training materials. The development of the training materials and the delivery of each course involves a multidisciplinary team of professionals from different countries and backgrounds. The course was piloted for the Pacific Islands in 2021 and then run for other regions such as Southern Africa and Eastern Africa. In the future, this training activity could also be delivered in a blended format, combining virtual learning with face-to-face workshops.

Assessment of the Compliance of Problem-Based Learning Case Scenarios with The Social Accountability Values in Undergraduate Medical Education Curriculum

Assessment of the Compliance of Problem-Based Learning Case Scenarios with The Social Accountability Values in Undergraduate Medical Education Curriculum

ПЕДАГОГІЧНІ ТЕХНОЛОГІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНОЇ СФЕРИ

The article carries out a thorough and comprehensive analysis of approaches that contribute to the effectiveness of professional training of future specialists in the socionomic sphere in the current socio-cultural situation and in terms of forced distance interaction. The goal of the article is to determine the main pedagogical technologies that are the most effective and characteristic for the training of future specialists in the socionomic area of expertise. According to the goal, the following tasks were set: firstly, on the basis of content analysis, to identify and analyse the main pedagogical technologies that are the most effective and characteristic for the professional training of future specialists in the socionomic sphere; secondly, to justify the effectiveness of the use of certain pedagogical technologies specifically for the training of experts in the socionomic sphere relying on the systematization and conceptualization of advanced pedagogical experience in higher education institutions. It has been established that the pedagogical technologies used in the training of future specialists in the socionomic sphere in the institution of higher education must design a mechanism of management and development of the personality and professional skills of the future experts. This becomes possible only under the condition of a set of students’ and teachers’ actions – cognitive and instrumental ones. The primary development of such technologies is the creation of highly productive students’ educational activities and highly effective managerial teachers’ activities in their educational, professional and creative interaction. It has been found that among the most promising pedagogical technologies capable of implementing the specified strategic tasks are project technology (project method), integrative-modular technologies, modular-rating learning technology, problem-based learning technology, case technologies, information and communication technologies and computer distance learning technologies. The mentioned technologies allow ensuring the comprehensive personal development of future specialists in the socionomic sphere, their preparation for productive professional activity, a high level of study and cognitive activity and self-management of the educational process. In the article, the emphasis is placed on the priority of integrating modern information and communication technologies into professional education for the purpose of forming the professional experience of future specialists in the socionomic sphere, activating thinking, intensification of educational activities, in particular in the distance learning conditions. It has been substantiated that the existing problems in the system of higher education in Ukraine require significant evolutionary changes in the paradigm of professional training and in all components of the educational process. It has been established that the reform of the education process in Ukrainian higher education institutions, which prepare future specialists in the socionomic sphere, should be aimed at including students in an active learning process and exerting a significant influence on the motivational, cognitive, emotional-volitional and psychophysiological spheres of their personality ensuring thereby their further professional and spiritual rise. It was concluded that for the modern theory and methodology of professional education of future specialists in the socionomic sphere, the search for new pedagogical opportunities is connected, first of all, with the rejection of some elements of the traditional educational process, the use of the idea of the integrity of the pedagogical process as a system based on the theory of universal human values, principles of humanization and humanitarization of professional knowledge, person-oriented approach, the priority of subject-subject relations.

Evaluation of Problem-Based Learning in College of Medicine: An Indicator of Quality Education in a Hybrid Curriculum

Background. A culture of quality is believed to drive institutes toward excellence through feedback. Multiple surveys at educational institute help to get a deeper insight into institutional performance and curricular execution. Since problem-based learning (PBL) is an important component of the hybrid curriculum, thus stakeholders’ opinion on PBL satisfaction is worth discussing. This study intended to determine the trends in students’ satisfaction with PBL over the years and to report on the importance of curricular changes that can be incorporated based on students’ needs. Methods. This is a descriptive cross-sectional study that was conducted at the College of Medicine (COM), King Saud Bin Abdul Aziz University for Health Sciences (KSAU-HS), Jeddah, Saudi Arabia. All male and female medical students, using consecutive sampling technique, were included in the study. End-of-course evaluation reports for the academic years ranging from 2013 to 2019 on PBL satisfaction, with a response rate of ≥60%, were included in this study. Results. Overall, students at the COM, Jeddah were satisfied with PBL. A declining but satisfactory trend followed by a sharp rise in satisfaction was observed in this study. Pearson correlation reported a positive relationship between PBL problems, tutors, and PBL sessions (r = 0.82, p < 0.001 ). Conclusions. Transition from three sessions to two sessions per PBL case can be considered as an effective and efficient way of curricular execution. We found that the tutor, the case, and session dynamics were positively correlated after the incorporation of the feedback. Thus, highlighting the facts that inculcating a culture of responding to feedback can lead to innovations in medical teaching and can help to improve the curricular execution and students’ satisfaction.

Exploring the Effects of Online PBL in Xuexitong

The objective of this research paper is to critically examine the advantages and challenges of implementing online Problem-Based Learning (PBL) using the Xuexitong learning app. The paper highlights the diverse range of functionalities offered by Xuexitong that align with the principles of PBL. Students can access shared materials, form study teams, submit assignments and receive feedback, conduct online surveys, and engage in group discussions. Teachers, on the other hand, can upload electronic textbooks, communicate with students conveniently, provide guidance on student projects, and assess assignments. Furthermore, the paper presents a comparative analysis of PBL with other teaching methods. The findings reveal that online PBL transcends spatial barriers and facilitates face-to-face communication. It enhances students’ problem-solving skills, promotes effective time management, and fosters a sense of cooperation among learners. For teachers, online PBL promotes more active teacher-student interaction, allowing for effective guidance and feedback exchange with students. Despite the advantages, the paper also acknowledges the challenges associated with online PBL, including technical issues related to online devices and learning materials. By analyzing various online PBL cases, the paper identifies potential obstacles that may arise in the implementation of PBL through Xuexitong. The other problems are students’ reluctance to learn independently and the lack of attention when studying online. The paper serves as a valuable resource for enhancing the online PBL system, providing teachers and students with a comprehensive understanding of the functionalities offered by Xuexitong and how they can be effectively utilized in online PBL courses. However, it is important to note that further research is warranted to identify and address potential technical challenges associated with online PBL.

Concept maps as a novel assessment tool in medical education

Background: Concept Maps (CMs) have been used in a Problem-Based Learning (PBL) setting as complementary tools to current educational techniques for enhancing medical student knowledge and critical thinking. We conducted a pilot study that used CMs in a PBL-setting to introduce a measure from the field of graph theory and investigate its usefulness as a means of CM quantitative quality assessment. Methods: Participants were first-year medical students with no or minor prior CM experience. All participants completed questionnaires (demographic information and assessment of learning style) to establish a baseline measure against which the change in clinical and critical thinking was assessed. They were asked to prepare CMs for three PBL cases, and following the submission of the CMs they completed semi-structured critical and clinical thinking questionnaires. A clinical expert also created corresponding “benchmark” CMs for comparison. Qualitative (Wordclouds) and quantitative (graph theory) analysis provided a summary of the key concepts and quantified the CM quality respectively, compared to the “benchmark” CMs. Results: It was found that graph-theoretical measures (graph density, modularity) were suitable for distinguishing between CMs that captured more in-depth knowledge, compared to CMs that contained simpler associations. Questionnaires also revealed that CMs helped students recall information, organize material in a concise manner, prepare better for their PBL session and provided a good revision tool. Conclusions: We have shown that a graph-theoretical approach to quantitative CM assessment is feasible using measures such as graph density and modularity.

Curriculum Innovations: Creation of a Longitudinal, Neurology-Centered Pipeline Program to Motivate and Support Students From Racial/Ethnically Marginalized Groups

Introduction Premedical students who identify from historically marginalized racial and ethnic backgrounds are more likely to lose interest in medicine than their White counterparts. Loss of interest has been attributed to a lack of exposure to the field and little mentorship. Objectives The PreDoc Program was designed as a longitudinal experience to promote exposure to and interest in academic medicine, particularly through the lens of neurology for premedical students who identify from historically marginalized racial and ethnic backgrounds. Methods and Curriculum The program included the following core components: (1) senior (faculty) mentor to facilitate direct contact with a physician, networking, and professional development coaching; (2) junior (medical student) mentor to provide near peer support and increased knowledge of the medical school application process; (3) large group meetings aimed at teaching professional development and working through clinical problem-based learning; (4) shadowing experiences aimed at increasing knowledge of patient care delivery and other academic roles; and (5) a clinically oriented project. After initial grant support to create the program, it has been maintained successfully with minimal funding through the Department of Neurology. Results and Assessment The program recruited 29 student participants who completed at least 1 year of the program, 18 senior mentors, and 23 junior mentors over 4 academic years. The overall quality of the program was rated at 4.7 of 5 (median 5, range 2), with an upward trend seen over time. Over its first 2 years, the program facilitated the following estimated activities: 45 in-person senior mentor meetings, 27 in-person junior mentor meetings, 42 shadowing experiences, 60 large group meetings, and 360 email communications. Student-reported strengths included ease of shadowing, usefulness of problem-based learning cases, mentor relationships, and encouragement received. Areas for improvement included increasing the strength of junior mentor relationships and increased opportunities for socialization outside of the formal meetings. Discussion and Lessons Learned It is feasible to create a successful, longitudinal, clinically focused undergraduate pipeline program for students who identify with historically minoritized racial and ethnic backgrounds with minimal funding centered in a Department of Neurology to help promote diversity within the field.

Concept maps as a novel assessment tool in medical education

Background: We conducted a pilot study to investigate the use of Concept Maps (CMs) in a Problem-Based Learning (PBL) setting as a complementary tool to current educational techniques for enhancing medical student knowledge and critical thinking. The main focus of the pilot was to introduce a measure from the field of graph theory and investigate its usefulness as a means of CM quantitative quality assessment. Methods: Participants were first-year medical students with no or minor prior CM experience. All participants completed questionnaires (demographic information and assessment of learning style) to establish a baseline measure against which the change in clinical and critical thinking was assessed. They were asked to prepare CMs for three PBL cases, and following the submission of the CMs they completed semi-structured critical and clinical thinking questionnaires. A clinical expert also created corresponding “benchmark” CMs for comparison. Qualitative (Wordclouds) and quantitative (graph theory) analysis provided a summary of the key concepts and quantified the CM quality respectively, compared to the “benchmark” CMs. Results: Questionnaires revealed that CMs helped students recall information, organize material in a concise manner, prepare better for their PBL session and provided a good revision tool. It was also found that graph-theoretical measures (graph density, modularity) were suitable for distinguishing between CMs that captured more in-depth knowledge, compared to CMs that contained simpler associations. Conclusions: We have shown that it is possible to quantify CM quality using graph-theoretical measures, such as graph density and modularity.

Problem-Based Learning Curriculum as a Tool to Increase Medical Student Exposure to Radiation Oncology

Background For many years Radiation Oncology was known to be a highly competitive and specialized field. However, over recent years there has been an increase in the number of residency spots available and a decline in the residency application pool. Thus, it is imperative to explore new techniques to recruit students to the field. Early exposure to cancer management may translate to increased student interest in Oncology-related fields and improved understanding of Oncologic treatment modalities. Problem-Based Learning (PBL) may be an effective way to provide this exposure, as it is a popular teaching method at medical schools across the country. We propose that an Oncology-focused PBL case will increase exposure to Radiation Oncology and other Oncologic subspecialties during pre-clinical years. Methods In May 2021, first year medical students (n = 140) participated in a one hour long small group PBL case that focused on pancreatic cancer and Radiation Oncology during the gastroenterology curriculum. Students were provided a case prompt and resources to review approximately one week prior to the PBL case. During the PBL case, facilitators guided students to desired learning objectives including: Describe the clinical presentation of pancreatic cancer; List imaging modalities used to make the diagnosis of pancreatic cancer; Define important terms in management of pancreatic cancer including neoadjuvant therapy, adjuvant therapy, concurrent chemoradiation, Whipple procedure; List different types of radiation and common side effects of radiation; Describe basics of planning and delivery of radiation. Facilitators consisted of attendings or residents in the field of Radiation Oncology. Results Following the PBL, there was an increase in the number of preclinical students who expressed an interest in Radiation Oncology and proceeded to shadow physicians in the department (n=1 in 6 mo prior to PBL, n=5 in 6 mo following PBL). Additionally, we saw an increase in the number of subscribers to the Oncology Interest Group (n = 22 prior to PBL, n = 58 following PBL). Discussion The Problem-Based Learning approach serves as an effective avenue to introduce concepts of Oncologic care to preclinical medical students. Active participation in medical school PBL curriculums could be used to increase recruitment of preclinical medical students to the field of Radiation Oncology. Upon repeat of the PBL session in May 2022 we will be including surveys to provide additional assessment of the efficacy of this technique. For many years Radiation Oncology was known to be a highly competitive and specialized field. However, over recent years there has been an increase in the number of residency spots available and a decline in the residency application pool. Thus, it is imperative to explore new techniques to recruit students to the field. Early exposure to cancer management may translate to increased student interest in Oncology-related fields and improved understanding of Oncologic treatment modalities. Problem-Based Learning (PBL) may be an effective way to provide this exposure, as it is a popular teaching method at medical schools across the country. We propose that an Oncology-focused PBL case will increase exposure to Radiation Oncology and other Oncologic subspecialties during pre-clinical years. In May 2021, first year medical students (n = 140) participated in a one hour long small group PBL case that focused on pancreatic cancer and Radiation Oncology during the gastroenterology curriculum. Students were provided a case prompt and resources to review approximately one week prior to the PBL case. During the PBL case, facilitators guided students to desired learning objectives including: Describe the clinical presentation of pancreatic cancer; List imaging modalities used to make the diagnosis of pancreatic cancer; Define important terms in management of pancreatic cancer including neoadjuvant therapy, adjuvant therapy, concurrent chemoradiation, Whipple procedure; List different types of radiation and common side effects of radiation; Describe basics of planning and delivery of radiation. Facilitators consisted of attendings or residents in the field of Radiation Oncology. Following the PBL, there was an increase in the number of preclinical students who expressed an interest in Radiation Oncology and proceeded to shadow physicians in the department (n=1 in 6 mo prior to PBL, n=5 in 6 mo following PBL). Additionally, we saw an increase in the number of subscribers to the Oncology Interest Group (n = 22 prior to PBL, n = 58 following PBL). The Problem-Based Learning approach serves as an effective avenue to introduce concepts of Oncologic care to preclinical medical students. Active participation in medical school PBL curriculums could be used to increase recruitment of preclinical medical students to the field of Radiation Oncology. Upon repeat of the PBL session in May 2022 we will be including surveys to provide additional assessment of the efficacy of this technique.