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Problem-Based Learning in Child and Adolescent Psychiatry: A Perspective from Japan
Junko Iwatsuki1,2, Takeshi Kondo3, Noriyuki Takahashi3,4,5
1International Collaboration Planning Center, Institute of International Education and Exchange, Nagoya University, Nagoya, Japan.
Medical students at Nagoya University showed positive attitudes towards Problem-Based Learning (PBL), particularly in child and adolescent psychiatry. Most found PBL enhanced understanding and clinical skills, though some preferred traditional lectures.
Area of Science:
- Medical Education
- Global Health
- Pediatric Psychiatry
Background:
- Japanese universities are globalizing medical education.
- Nagoya University (NU) partnered with Norwegian University of Science and Technology (NTNU) for internationalization.
- The Trondheim NTNU-Nagoya (TroNa) partnership focuses on child and mental health studies.
Purpose of the Study:
- Assess medical students' attitudes towards Problem-Based Learning (PBL).
- Evaluate the effectiveness of PBL in child and adolescent psychiatry (CAP).
- Suggest future developments for PBL in medical education.
Main Methods:
- Conducted two 90-minute PBL sessions at NU with 10 groups of medical students.
- Administered questionnaires assessing understanding, attitudes, and satisfaction with PBL.
- Used multivariate analysis to evaluate correlations between student responses.
Main Results:
- A majority of students were satisfied with PBL, with only 5% preferring lectures.
- 53% of students felt PBL increased their understanding and interest in CAP.
- 82.5% agreed PBL improved clinical problem-solving skills.
Conclusions:
- Overall positive student attitudes towards PBL were observed.
- PBL in child and adolescent psychiatry (CAP) was well-received.
- The PBL case scenarios effectively enhanced clinical problem-solving skills.
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