Teaching the approach to delirium and fall syndrome through Problem-Based Learning in Medicine students at a Colombian university
Abstract
Introduction
Undergraduate Geriatrics training in Colombia is still limited. The short rotation time forces to adopt efficient teaching strategies. A study was designed to assess the development of skills through a problem-based learning strategy compared to the traditional methodology.
Methodology
Experimental study, mixed methodological approach. Undergraduate students who started Geriatrics rotation were randomized to an PBL strategy (intervention) or seminars (control). Skills were defined to address delirium and falls / osteoporosis. The development of skills was evaluated through OSCE and written test.
Results
18 students, age media 21 (19-24). 55.6% women. The final written test in the PBL group was 4.02 vs. 3.02 in control (p0.0053). The OSCE score in the PBL group was 2.72 vs. 2.03 in control (p 0.0624). Only 4 students (belonging to PBL) approved the OSCE. The interprofessional work skill had greater development in the PBL group (3.58 vs. 2.04 p 0.0051). The appreciation regarding the realization of seminars is that it only demands memorial knowledge; PBL strengthens the development of cognitive skills and collaborative work. Regarding the OSCE evaluation technique, it was highlighted that the student faces an environment closer to the professional practice.
Conclusions
The PBL favored a greater development of skills in Geriatrics both in the written test and in the OSCE. There was a better resolution of the stations concerning interrogation capacity, performance of functional tests and interprofessional work.
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References
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Yanamadala M, Kaprielian V, O’Connor Grochowski C, Reed T, Heflin M. A problem-based learning curriculum in geriatrics for medical students. Gerontology & Geriatrics Education. 2016;39(2):122-131. http://doi.org/10.1080/02701960.2016.1152268
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