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Digital Problem-Based Learning: An Innovative and Efficient Method of Teaching Medicine.
Khaylen Mistry1, Natasha Casie Chetty2, Puran Gurung2
1Norwich Medical School, University of East Anglia, Norwich, UK.
Journal of Medical Education and Curricular Development
|February 8, 2019
Summary
Digital problem-based learning (PBL) effectively teaches UK medical students dermatology in a short time. This innovative method boosts diagnostic confidence and motivation, proving more useful than traditional clinics.
Area of Science:
- Medical Education
- Dermatology
- Digital Learning
Background:
- Undergraduate medical training requires efficient knowledge transfer.
- Dermatology is a significant part of primary care, yet UK training is brief.
- Digital problem-based learning (PBL) uses clinical images for interactive teaching.
Purpose of the Study:
- To evaluate the effectiveness of digital PBL for UK medical students in dermatology.
- Assessing the impact of digital PBL on dermatology module training.
Main Methods:
- 59 second-year medical students participated in two 2.5-hour digital PBL sessions.
- Students analyzed 60 clinical cases (image + history) per session, focusing on lesions and inflammatory diseases.
- Group discussions with clinicians provided feedback on diagnoses.
Main Results:
- 60% of students felt they learned significantly in a short period.
- Most students reported increased confidence in dermatological diagnosis and clinic motivation.
- 64% found digital PBL more valuable than real patient clinics; concentration wanes after 2.5 hours.
Conclusions:
- Digital PBL is a popular, effective, and efficient undergraduate teaching method.
- Digital PBL should supplement existing dermatology teaching methods for medical students.
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