scholarly journals Influence of problem-based learning combined with community-based education and service as an integral part of the undergraduate curriculum on speciality and Rural workplace choices

2018 ◽  
Author(s):  
Amalba Anthony
Keyword(s):  
Problem Based Learning ◽  
Undergraduate Curriculum ◽  
Community Based ◽  
Community Based Education

scholarly journals Facilitators' perceptions of problem-based learning and community-based education

2000 ◽  
Vol 5 (2) ◽  
pp. 3-10
Author(s):  
Annali E Fichardt ◽  
Paula P Du Rand
Keyword(s):  
Full Text ◽  
Problem Based Learning ◽  
Free State ◽  
Community Based ◽  
Traditional Lecture ◽  
Community Based Education ◽  
Role Change ◽  
Lecture Method ◽  
Base Education

In 1997 the School for Nursing, University of the Orange Free State, changed from the traditional lecture method of teaching to problem-based learning and from a curative to a community-based approach. Lecturers from a traditional environment became facilitators and new skills such as listening, dialogue, negotiation, counselling and problemsolving were expected from them. Besides the role change, the environment changed from a structural classroom to an unstructured community. The aim of this research was to determine the perceptions and experiences of facilitators in problem-based learning and community-base education. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

scholarly journals Medical students’ achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery Final Part I and II licensing examination: a comparison of students in problem-based learning, community-based education and service, and conventional curricula in Ghana

2014 ◽  
Vol 11 ◽  
pp. 10 ◽  
Author(s):  
Victor Mogre ◽  
Anthony Amalba ◽  
Mark Saaka ◽  
Kwabena Kyei-Aboagye
Keyword(s):  
Child Health ◽  
Learning Community ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Final Part ◽  
Community Based ◽  
Community Based Education ◽  
School Of Medicine ◽  
Conventional Curriculum ◽  
Licensing Examination

Purpose: Problem-based learning is an established method of teaching and learning in medical education. However, its impact on students’ achievement on examinations is varied and inconsistent. We compared the levels of achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery (MB ChB) Part I and II licensing examination of students in problem-based learning, community-based education and service (PBL/COBES), and conventional curricula.Methods: In 2014, we analyzed the MB ChB Final Part I and II licensing examination results of students in three classes (2004, 2005, and 2006) of the School of Medicine and Health Sciences, University for Development Studies, Tamale, Ghana. Ninety-three students in the 2004 and 2005 cohorts followed a conventional curriculum, and 82 students in the 2006 cohort followed a PBL/COBES curriculum. Using appropriate statistical tools, the analysis compared individual discipline scores and the proportions of students who received distinction/credit/pass grades among the classes.Results: The PBL students had significantly higher mean and median scores than the conventional students in Obstetrics and Gynecology, Internal Medicine, Community Health and Family Medicine, Surgery, and Psychiatry, but not in Child Health and Pediatrics. Also, a significantly (P=0.0010) higher percentage, 95.1% (n=78), of the PBL students passed all the disciplines, compared to 79.6% (n=74) of the conventional students.Conclusion: The PBL students significantly performed better in all the disciplines except child health and pediatrics, where the conventional students scored higher. These findings demonstrate that the benefits of the PBL/COBES curriculum are tangible and should be fostered.

Educational Principles of Community-based Education

PEDIATRICS ◽  
1996 ◽  
Vol 98 (6) ◽  
pp. 1259-1263
Author(s):  
Kenneth B. Roberts
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Medical School ◽  
Needs Assessment ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Community Based ◽  
Community Based Education ◽  
Primary Focus ◽  
School Curricula

Much of medical education remains teacher centered, as exemplified by the continued emphasis on lectures. Increasingly, however, the importance of the learner is being recognized and acknowledged in medical school curricula. The distinction between teaching and learning is also an issue for graduate medical education; accreditation bodies focus on programs and teaching, and credentialing bodies determine whether individuals have accomplished sufficient learning. The true mission of teaching is to facilitate learning, and adult learning is enhanced by four elements: respect, building on previous experiences, immediacy of application, and the opportunity to practice. These elements should be considered when designing educational experiences in the community. Educational planning includes five steps, represented by the mnemonic GNOME: goals, needs assessment, objectives, methods, and evaluation. Goals are broad aspirations, which are refined by the learners' needs to specific, measurable objectives. Methods are selected to match the objective, and evaluation determines whether the objectives were achieved. The results of the evaluation serve as another needs assessment, and the process continues until the goals are achieved. Throughout the process, the primary focus should be on the resident, with the program in a supporting role.

scholarly journals Active Citizens: Evaluation of a Community-Based Education Program

2019 ◽  
Vol 11 (3) ◽  
pp. 663 ◽  
Author(s):  
Petra Simonova ◽  
Jan Cincera ◽  
Roman Kroufek ◽  
Sarka Krepelkova ◽  
Andreas Hadjichambis
Keyword(s):  
School Environment ◽  
Design Research ◽  
Research Study ◽  
Mixed Design ◽  
Control Groups ◽  
Community Based ◽  
Community Based Education ◽  
The Mean ◽  
Group Interviews ◽  
The Impact

This study analyses the Active Citizens program conducted in seven Czech elementary schools in 2017/2018. The data were obtained in a mixed-design research study containing pre/post experimental/control groups (N = 114), eight focus groups with selected students (N = 56), and group interviews with teachers (N = 14). The mean age of the students was 13.8 years. The study focuses on the students’ and the teachers’ perception of the process, the program’s barriers and benefits, and on the impact of the program on the students’ self-efficacy and on perceived democratic school culture. The analysis revealed that while the participants felt empowered because of their experience, they started to perceive their school environment as less democratic than before the program. The program also likely influenced girls more than boys as the latter seem to have been unaffected. Finally, the implications of the findings for the practice are discussed.

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