Problem-based learning as a didactic strategy in the design of clinical and biomedical laboratory practices

Abstract

In recent years, problem-based learning (PBL) has become a reference for active teaching strategies in the field of Health Sciences Education. It allows us to create new scenarios that closely resemble the future working environment of students. To this end, we have applied the PBL methodology in the design and evaluation of laboratory practices framed in the Higher Degree Training Cycle in Clinical and Biomedical Laboratory to promote knowledge and achieve meaningful learning. This study included 20 students, which were divided into small workgroups (3-4 people each). They carried out four laboratory practices, alternating the traditional methodology and PBL, and answered an individual practice questionnaire and a survey on the applied teaching methodology and the role of the teacher. The responses collected were used to compare the effectiveness of both methodologies by improving the results of the students. Our data indicate an improvement in the final questionnaires of all practices performed with the PBL approach, obtaining in the worst case an average score of 0.98 points higher than the traditional one. However, due to the low sample level, the results were only statistically significant in one of the practices. On the other hand, 95% of students considered the methodology applied as motivating. On the other hand, 95% of students considered the methodology applied as motivating. Overall, we can conclude that the PBL methodology is an adequate and motivating alternative in Biomedical Sciences teaching since it creates a collaborative environment and brings students closer to their future professional environment.