List of Articles Problem based learning (goup discussion) – Clinical reasoning

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  1 - The effect comparison between group discussion (problem based learning) and lecturing method on clinical reasoning in educating electrolyte and acid-base disorders' subject to pediatric ward's interns
  Mahmud reza Khazaee Mahmud Ariamanesh
  Introductin:  Problem-based learning has replaced traditional teaching in most universities around the world but still there are many challenges in replacing traditional methods by this new method of learning . Two methods of lecture and problem–based learni More

  Introductin:  Problem-based learning has replaced traditional teaching in most universities around the world but still there are many challenges in replacing traditional methods by this new method of learning . Two methods of lecture and problem–based learning (PBL) for teaching electrolyte and acid-base disorders’ subject to pediatric ward’s interns are compared in this study. Methods: forty one students of medical school of Mashhad Islamic Azad University at pediatric ward were divided into two groups randomly. Then electrolyte and acid-base disorders’ subject was taught to both groups during their three months ward. One group was taught through traditional method and the second group was taught through problem-based learning method in 6-7 member group parts. The headings of the lesson were the same for the two groups. Students were evaluated through the Script concordance test which is a standard test for measuring clinical reasoning . Demographic data of students was registered in special forms . Data was analyzed by SPSS software using independent T-test and paired T-test. Resaults: 41 Interns (21 in lecturing and 20 in PBL group ) mostly female (17 and 13 respectively ) were enrolled . mean age of students in each group were 25.4 ± 1.1 and 26.4 ± 2.4 respectively .There was no significant difference between two groups considering age , sex , year of interance and pre-internal test score. Although clinical reasoning scores were higher in PBL group but the difference was not statistically significant (p>0.05), except men (p=0.017) and those students with higher pre-internal test scores (p=0.03) that achieved significantly higher clinical reasoning scores. Conclusion: Students are encouraged to reflect more. And avoid memorizing the material in PBL method,more over, this method motivates students to study more by encouraging them into more group interactions.     Manuscript profile