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A problem-based learning experience in a radiology rotation for sixth-year medical students
C Lozano Terrón1, R Lorenzo Álvarez2, F Sendra Portero3
1Centro de Salud Torre del Mar. Distrito sanitario Este de Málaga-Axarquía, Vélez-Málaga, Málaga, Spain.
Problem-based learning (PBL) in medical education enhances understanding and reasoning in radiological diagnosis. This method proved effective and well-received by students, allowing for fair grading irrespective of case difficulty.
Area of Science:
- Medical Education
- Radiology
- Problem-Based Learning
Background:
- Problem-based learning (PBL) is an innovative pedagogical approach.
- Integrating PBL into traditional medical curricula requires careful analysis.
- Evaluating PBL effectiveness in radiology education is crucial.
Purpose of the Study:
- To analyze a problem-based learning (PBL) experience in the sixth year of medical school.
- To assess the impact of PBL on students' learning and skill development in radiology.
- To determine the feasibility of incorporating PBL into a traditionally structured radiology course.
Main Methods:
- Medical students were divided into subgroups for case-based learning with radiographic images.
- Subgroups prepared and presented cases, followed by moderated discussions and online forum debates.
- Students completed written reports and questionnaires to evaluate the PBL experience.
Main Results:
- Over six years, 1001 students participated, achieving high average grades (7.7-9.0).
- Student feedback indicated high satisfaction, rating the experience as appropriate and useful (above 8.3/10).
- No correlation was found between case difficulty and student scores, suggesting fair assessment.
Conclusions:
- Problem-based learning (PBL) effectively enhances students' understanding, reasoning, and diagnostic skills in radiology.
- PBL can be successfully integrated into traditional radiology courses.
- This approach allows for student assessment independent of case complexity.
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