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Introducing integrated laboratory classes in a PBL curriculum: impact on student's learning and satisfaction
Samy A Azer1, Rana Hasanato, Sami Al-Nassar
1Medical Education and Curriculum Development & Research Unit, College of Medicine, King Saud University, PO Box 2925, Riyadh 11461, Saudi Arabia. azer2000@optusnet.com.au
BMC Medical Education
|May 28, 2013
Summary
Integrated laboratory classes (ILCs) improved medical students' learning and retention of core concepts. Students reported positive perceptions of these enquiry-based, practical sessions, indicating successful knowledge acquisition and application.
Area of Science:
- Medical Education
- Problem-Based Learning
Background:
- Development and implementation of four integrated laboratory classes (ILCs) at King Saud University College of Medicine.
- Need for laboratory classes aligning with integrated problem-based learning (PBL) medical curriculum changes.
Purpose of the Study:
- Evaluate learning and retention of core concepts in ILCs.
- Assess student perceptions of ILCs.
Main Methods:
- Enquiry-based learning and small group tasks integrating biochemistry, pathology, and microbiology.
- Pre/post-tests for two ILCs; Objective Structured Practical Examination (OSPE) evaluation.
- Student perception questionnaires.
Main Results:
- Significant improvement in post-test scores compared to pre-test scores (P < 0.001).
- No significant difference in OSPE scores between ILCs and non-ILC stations.
- High student satisfaction with task-based learning, knowledge application, and practical procedures.
Conclusions:
- ILCs facilitate learning and retention of core concepts, evidenced by improved test scores.
- Students perceive ILCs as valuable for applying and integrating medical knowledge.
- ILCs effectively support the integrated PBL medical curriculum.
