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[Problem-based learning for surgery. Increased motivation with less teaching personnel?]
C Langelotz1, T Junghans, N Günther
1Universitätsklinik für Allgemein-, Visceral-, Gefäss- und Thoraxchirurgie, Universitäre Medizin Berlin--Charité Campus Mitte, Berlin.
Summary
Problem-based learning (PBL) significantly enhances medical student motivation and course acceptance compared to traditional structured courses. PBL offers a staff-efficient approach to surgical education, boosting engagement with complex problems.
Area of Science:
- Medical Education
- Surgical Training
- Pedagogy
Background:
- Traditional teacher-centered methods are often inadequate for adult learners.
- Small group learning necessitates increased staff resources.
- Problem-based learning (PBL) can enhance motivation without significant staff increases.
Purpose of the Study:
- To compare the effectiveness of problem-based learning (PBL) versus a structured course (SC) in surgical education.
- To assess student motivation and acceptance of different teaching methodologies.
- To evaluate the impact on student engagement with surgical material.
Main Methods:
- 98 medical students in their fourth clinical semester were randomized into PBL or SC groups.
- Anonymous Likert scale questionnaires assessed motivation and acceptance.
- Data were analyzed using statistical significance tests (P<0.01).
Main Results:
- PBL students rated course structure and teachers significantly higher than SC students (P<0.01).
- Motivation to engage with surgical problems post-PBL (1.8 ± 0.7) was significantly higher than post-SC (3.1 ± 1.2) (P<0.01).
- Overall course ratings favored PBL (1.4 ± 0.6) over SC (3.1 ± 1.2) (P<0.01).
Conclusions:
- Problem-based learning improves student acceptance and motivation in surgical curricula.
- PBL is a viable, staff-efficient alternative to traditional methods.
- Increased implementation of PBL in surgical education is recommended.