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Problem-based learning in distance education: a first exploration in continuing medical education
C E Engel1, E Browne, P Nyarango
1Centre for Higher Education Studies, University of London, UK.
Medical Education
|September 1, 1992
Summary
Problem-based learning modules were compared to traditional distance learning materials for rural doctors in tropical regions. These modules proved effective and efficient for continuing medical education in Ghana, Kenya, and Pakistan.
Area of Science:
- Medical Education
- Tropical Medicine
- Distance Learning
Background:
- Continuing medical education (CME) is vital for healthcare professionals in tropical regions.
- The Wellcome Tropical Institute supports CME systems, focusing on rural practitioners.
- Distance learning materials are crucial for reaching doctors in remote areas.
Purpose of the Study:
- To compare the acceptability, effectiveness, and efficiency of problem-based learning (PBL) modules versus conventionally designed modules.
- To evaluate a novel approach to distance learning for individual medical education.
- To assess the suitability of PBL for self-directed learning in resource-limited settings.
Main Methods:
- Three comparative trials were conducted in Ghana, Kenya, and Pakistan.
- A conventionally designed module was compared against a PBL module on the same medical topic.
- Data were collected on module acceptability, effectiveness, and efficiency.
Main Results:
- Problem-based learning modules demonstrated comparable or superior acceptability and effectiveness.
- PBL modules were found to be efficient for distance learning in the evaluated settings.
- The study provides evidence for the viability of PBL in rural medical education.
Conclusions:
- Problem-based learning is a viable and effective method for distance continuing medical education for rural doctors in tropical countries.
- The findings support the wider adoption of PBL in similar contexts.
- This approach enhances medical education accessibility and quality in underserved areas.
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