British Journal of Education, Society & Behavioural Science, ISSN: 2278-0998,Vol.: 21, Issue.: 1
Integration of a Problem-based Learning Module into a Post-graduate Pain Medicine Education Program
D. Hegarty1,2,3,4,5* 1Consultant in Pain Management and Neuromodulation, Cork University Hospital, Ireland. 2UCC, Ireland. 3Honorary Consultant, Guy's & St. Thomas' Hospital, London, England. 4Clinical Lead Neuromodulation Research, Tyndall National Institute, Ireland. 5World Institute of Pain (WIP) Ireland Section Chair, Ireland.
1Consultant in Pain Management and Neuromodulation, Cork University Hospital, Ireland.
3Honorary Consultant, Guy's & St. Thomas' Hospital, London, England.
4Clinical Lead Neuromodulation Research, Tyndall National Institute, Ireland.
5World Institute of Pain (WIP) Ireland Section Chair, Ireland.
(1) Redhwan Ahmed Mohammed Al-Naggar, Population Health and Preventive Medicine, UniversitiTeknologi MARA, Sungai Buloh, Selangor, Malaysia.
(2) Shao-I Chiu, Taipei College of Maritime Technology of Center for General Education, Taiwan.
(1) Ieda Francischetti, Marilia Medical School, Sao Paulo, Brazil.
(2) María Esther Urrutia Aguilar, Universidad Nacional Autónoma de México, México.
(3) Berna Musal, Dokuz Eylul University, Turkey.
(4) Valentina Petkova, Medical University, Sofia, Bulgaria.
(5) Jiao Xu, Leshan Vocational & Technical College, China.
(6) Clovis Luis Konopka, Federal University of Santa Maria, Brazil.
Complete Peer review History: http://www.sciencedomain.org/review-history/19560
Objective: To examine the outcome of substituting a traditional “lecture series” structure with a postgraduate Problem Based Learning (PBL) structure in the context of a pain medicine educational program. The primary outcome is to assess trainee satisfaction, the PBL experience and whether PBL was useful for exam preparation.
Methods: A non-randomized prospective study of non-consultant anesthetic trainees (n=25) was undertaken before and after the introduction of a new PBL program in pain medicine. Two learning packages, each of 12 weeks duration, were delivered over the course of 2 academic terms. There were specific improvements in the leadership and the structure of the sessions (including the introduction of a trained facilitator).
Feedback was collected through a self-developed questionnaire, comprising rating items on a five point Likert scale, enquiring about their PBL experience, objective understanding, whether PBL was useful for exam preparation, and its comparison to didactic teaching.
Results: 25 trainees completed both learning packages. A significant improvement in all aspects of the learning experience was reported (average improvement 1.5 fold (range 1.3-2.0) p < 0.05). 60% - 80% of trainees endorsed the new PBL structure. 92% of trainees felt that the overall learning experience with PBL model was good. The proactive role of a facilitator was important (60% of trainees strongly agreeing with this element) and it was the single highest positive aspect of the program.
Conclusion: The implementation of a PBL system into a pain medicine postgraduate program can create a positive learning atmosphere, improve the trainee satisfaction and should enrich the learning experience in the area of pain medicine.
Pain medicine education; problem-based learning; post-graduate learning; trainee satisfaction.
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