Learning through debate during problem-based learning: an active learning strategy.

Area of Science:

• Medical Education
• Health Professions Education

Background:

• Problem-based learning (PBL) is a key pedagogical approach in medical education.
• Integrating diverse learning strategies, such as debates, can further enrich PBL.
• The Spiral curriculum at Imam Abdulrahman Bin Faisal University incorporates innovative teaching methods.

Purpose of the Study:

• To evaluate medical students' perceptions of using debates within PBL sessions.
• To assess the impact of debates on critical thinking, communication, and clinical reasoning skills.
• To explore the role of debates in learning controversial medical topics.

Main Methods:

• A series of debates were implemented in weekly PBL sessions for second-year female medical students (2014-2016).
• Students were divided into proposition and opposition groups, with one week for preparation.
• Quantitative data from questionnaires were analyzed using descriptive statistics.

Main Results:

• 78% reported enhanced critical thinking; 69% found debates improved patient communication skills.
• 61% learned effectively about controversial issues; 71% improved argument generation.
• 59% enhanced evidence analysis skills; 62% improved clinical decision-making; 75% developed tolerance for diverse viewpoints.

Conclusions:

• Debates within PBL are a valuable tool for enhancing medical students' analytical, communication, and critical thinking abilities.
• The pedagogical strategy effectively fosters skills crucial for medical practice, including evidence-based decision-making and interpersonal communication.
• Student feedback indicates strong support for incorporating debates into the medical curriculum to address complex issues and diverse perspectives.