The role of pediatric surgery in writing clinical scenarios for the undergraduate first three year-students in problem-based learning

2013 ◽  
pp. 33-36
Author(s):  
Burak Tander ◽  
Unal Bicakci ◽  
Mithat Gunaydin ◽  
Riza Rizalar ◽  
Ender Ariturk ◽  
...  
Keyword(s):  
Pediatric Surgery ◽  
Problem Based Learning ◽  
Clinical Scenarios

A Problem Based Learning Exercise on Food Security: Understanding the Role of Genomic Variation and Plant Breeding

2018 ◽  
Author(s):  
Jolie WAX ◽  
Zhu Zhuo ◽  
Anna Bower ◽  
Jessica Cooper ◽  
Susan Gachara ◽  
...  
Keyword(s):  
Food Security ◽  
Plant Breeding ◽  
Problem Based Learning ◽  
Genomic Variation

scholarly journals 70th ANNIVERSARY OF THE DEPARTMENT OF PEDIATRCI SURGERY OF N. N. BURDENKO VORONEZH STATE MEDICAL UNIVERISTY

2019 ◽  
Vol 8 (4) ◽  
pp. 97-104
Author(s):  
V. A. Vecherkin ◽  
S. N. Gisak ◽  
V. A. Ptitsyn ◽  
N. V. Glagolev ◽  
D. A. Baranov ◽  
...  
Keyword(s):  
Pediatric Surgery ◽  
Research Work ◽  
Gold Medal ◽  
Practical Work ◽  
70Th Anniversary ◽  
History Of ◽  
Surgery Department ◽  
Medical University

The article considers the history of the pediatric surgery department of N. N. Burdenko Voronezh State Medical University. The department was founded in 1947. Based on the results of the research undertaken by associates of the department by now, 3 manuals for doctors and students and 12 collections of scientifc papers were issued and 12 investor’s certifcates were obtained. The role of the Student’s scientifc circle was noted: the students struck 5 gold medals during the last fve years. During the last 8 years, the scientifc circle was considered the best and was awarded a gold medal and frstclass honours degree. A close interrelation between the research work of associates of the pediatric surgery department and practical work of pediatric surgeons from the Central Black Earth region was underlined.

Social Issues and Problem-based Learning in Sociology

2016 ◽  
Vol 44 (3) ◽  
pp. 212-220 ◽  
Author(s):  
Daina S. Eglitis ◽  
Fran L. Buntman ◽  
Dameon V. Alexander
Keyword(s):  
Problem Solving ◽  
Case Studies ◽  
Social Problem ◽  
Social Issues ◽  
Problem Based Learning ◽  
Student Experiences ◽  
Research Skills ◽  
Key Characteristics ◽  
Sample Case

This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge, research skills, and problem-solving capacities and fosters student enjoyment. This teaching note describes the key characteristics of PBL, discusses practical approaches to its use in a variety of sociology courses, and offers sample case studies. We evaluate student experiences with PBL and consider its broader applicability.

ROLE OF PROBLEM-BASED LEARNING IN MEDICAL EDUCATION

2021 ◽  
Vol 12 (2) ◽  
pp. 55-64
Author(s):  
M.K. Gulzoda ◽  
◽  
Kh.R. Makhmudzoda ◽  
S.M. Abdullozoda ◽  
S.G. Ali-Zade ◽  
...  
Keyword(s):  
Medical Education ◽  
Problem Based Learning

Introduction of Problem Based Learning (PBL) as a Supplementary Tool to Enhance Active Learning in Physiology – A Study in a Medical College of Southern Kolkata

2021 ◽  
Vol 8 (40) ◽  
pp. 3483-3488
Author(s):  
Pandurang Narhare ◽  
Padmakar Sasane ◽  
Revathi Mohanan ◽  
Mriganka Baruah
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Subjective Evaluation ◽  
Problem Based Learning ◽  
Basic Knowledge ◽  
Control Group ◽  
Study Group ◽  
Self Directed Learning ◽  
Clinical Scenarios ◽  
Directed Learning

BACKGROUND The motivation to learn begins with a problem. The ideology of problem-based learning (PBL) is to encourage the students to think beyond the books and apply the basic knowledge to various clinical scenarios. Problem based learning has been a concept in existence for decades, yet its implementation in medical education is limited. So the study on PBL was taken up to know analytical skills, comprehensive understanding of disease process and inculcate the practice of self-directed learning in physiology. METHODS This was an educational interventional study carried out on 60 first MBBS students chosen by simple random sampling. Students were further randomly divided into two groups containing 30 students in the control group and 30 students in the study group. Control group was taught by didactic lectures. 10 clinical scenarios were given to study group and discussions were conducted under the moderation of faculties. Objective evaluation was performed using pre-test and post-test examination for both groups. Subjective evaluation of attitude in study group towards PBL was recorded using self-developed questionnaire using Likert’s scale. Data was analysed by using paired students t test. RESULTS The mean pre-PBL (9.83±4.88) and post-PBL scores (15.61 ± 2.99) in study group were significant (p < 0.00001). The comparison of mean scores of postdidactic lectures (12.88 ± 3.13) in control group and post-PBL (15.61 ± 2.99) in study group were significant (p < 0.001). Subjective evaluation using Likert’s scale revealed increased interest in active learning, better confidence, communication, comprehension, and motivation amongst the PBL group. CONCLUSIONS From the results of this study, it can be concluded that problem-based learning is a good supplementary tool in teaching physiology, and it can be included in the regular medical teaching programmes so that the students have a better understanding of the various challenges in the field of medical education and research so that newer strategies for better health care provision can be planned. KEYWORDS Active Learning, Medical Education, Problem Solving, Self-Directed Learning

Unstimulated high-sensitive thyroglobulin is a powerful prognostic predictor in patients with thyroid cancer

2019 ◽  
Vol 58 (1) ◽  
pp. 130-137 ◽  
Author(s):  
Luca Giovanella ◽  
Marco Castellana ◽  
Pierpaolo Trimboli
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Differentiated Thyroid Carcinoma ◽  
Level Of Evidence ◽  
Prognostic Performance ◽  
Clinical Scenarios ◽  
High Level ◽  
Operating Points

Abstract Background Differentiated thyroid carcinoma (DTC) has an excellent prognosis and the role of high-sensitive thyroglobulin measured during levothyroxine (ON-T4 hs-Tg) testing to discriminate patients with structural from not-evidence of disease (SED and NED, respectively) has been investigated. We conducted a systematic review and meta-analysis evaluating the performance of ON-T4 hs-Tg in two clinical scenarios considering its negative predictive value (NPV) as primary outcome: (1) diagnostic performance of Tg when undetectable value and NED status are simultaneously demonstrated; (2) prognostic performance of undetectable Tg in predicting NED in the subsequent follow-up. Methods This systematic review and meta-analysis were registered on PROSPERO (CRD42019125092). PubMed, Scopus, CENTRAL and Web of Science were searched until February 12, 2019. Original articles reporting data on SED/NED in patients with detectable/undetectable ON-T4 hs-Tg were selected. Summary operating points were estimated using a random-effects model. Results Out of 1413 retrieved papers, 10 studies evaluating 1796 patients were included. Participants were outpatients diagnosed with DTC, treated with near-total (NTx) or total thyroidectomy (TTx) with or without radioactive iodine (RAI). The NPV of ON-T4 hs-Tg for diagnostic and prognostic performance was 99.4% (95% CI 98.9–99.9; I2 = 13%) and 99.4% (95% CI 98.8–100; I2 = 0%), respectively. Conclusions Our findings show that ON-T4 hs-Tg is an excellent diagnostic tool and prognostic factor to rule-out SED. A high level of evidence is provided to decrease the intensity and frequency of follow-up in those DTC patients having undetectable high-sensitive Tg.

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