Documenting Outcomes of a Faculty Training Workshop on Problem-Based Learning

Moriearty, Pamela L.; Melo, Raul; Araújo, Fátima

doi:10.1590/1981-5271v23.2-3-009

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Revista Brasileira de Educação Médica

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Sumário

ARTIGO ORIGINAL • Rev. bras. educ. med. 23 (2-3) • May-Dec 1999 • https://doi.org/10.1590/1981-5271v23.2-3-009 copy

Documenting Outcomes of a Faculty Training Workshop on Problem-Based Learning

Documentando os Resultados de um Seminário de Treinamento de Docentes em Aprendizagem Baseada em Problemas

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract:

A faculty training workshop on problem-based learning (PBL) methods was provided to educators at a public medical school in Brazil. Wprkshop activities were designed to address specific knowledge, skill and attitudinal objectives that had been defined beforehand. Participants completed a structured questionnaire before and after the workshop to document attainment of the objectives. Twelve participants completed the 20-hour workshop, and questionnaire results. Though there were certain limitations on interpretation of the pre/post questionnaire, it does provide some assurance to program organizers and sponsors that objectives are attained. Participants' responses also help organizers improve their delivery techniques.

Keywords:
Problem-based learning; Medical education

Associação Brasileira de Educação Médica SCN - QD 02 - BL D - Torre A - Salas 1021 e 1023 | Asa Norte, Brasília | DF | CEP: 70712-903, Tel: (61) 3024-9978 / 3024-8013, Fax: +55 21 2260-6662 - Brasília - DF - Brazil
E-mail: rbem.abem@gmail.com

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[TFN1] *responses to 8 questions, 4 options per question, with instructions to choose all options wich applied;**mean ± standard deviation. n = 12; ¹slatistically significant difference from pre-test, paired t-test p < 0.02; ¹statistically significant difference from pre-test, paired t-test p < 0.01.

Area of learning	Workshop objective: At the end of the workshop, participantes will	Training Modalities	Evaluation Methods
Knowledge	Correctly recall basic characteristics of PBL methodology and differences between PBL and traditional medical education methods	• Lectures	• Accuracy of factual recall
		• Open discussion sessions	• assessment of self efficacy¹⁶16 Gist ME, Mitchell TR. Self-efficacy: a theoretical analysis of its determinants and malleability. Academy Manag Rev 1992;17:183-211.
		• Demonstration of tutorial group
Skills	Work effectively with colleagues in the development of PBL case modules	8 supervised practice in case	• Behavioral observation of skill acquisition
		9 development formative feedback	•assessment of self-efficacy
Attitudes	Display an open but appropriately criticai attitude regarding advantages, disadvantages and potential modes of implementation of PBL in their own educational milieu.	• modeling	• Affirmation of acceptance
		•critical reflection¹⁷17 Vella J. Learning to listen, learning to teach. The power of dialogue in educating adults. San Francisco: Jossey-Bass Publishers, 1994.	• goal-setting

Score	Pre-test (mean ± sd)**	Post-test (mean ± sd)
Total correct responses (maximum =12)	6.0 ± 4.0	9.8 ±2.1¹
Total incorrect responses (maximum = 20)	± 5.1	7.8 ± 3.2
Total right minus wrong (maximum = 12)	-4.2 ± 6.3	1.8 ± 4.1¹