A comparison between the effectiveness of PBL and LBL on improving problem-solving abilities of medical students using questioning

Yunfeng He, Xiangyun Du, Egon Toft, Xingli Zhang, Bo Qu, Shi Jiannong, Huan Zhang, Hui Zhang

Research output: Contribution to journalJournal articleResearchpeer-review

2 Citations (Scopus)
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Abstract

In daily patient-history taking and diagnosis practice, doctors ask questions to gather information from patients and narrow down diagnostic hypotheses. Training medical students to be efficient problem solvers through the use of questioning is therefore important. In this study, the effectiveness of problem-based learning (PBL) and lecture-based learning in improving the questioning abilities of medical students (N = 104) was assessed by a modified 20-question task. In this task, the participants were asked to identify target pictures by asking questions, the problem-solving process of which resembles that of the diagnosis scenario. Moreover, this task requires no medical knowledge, and therefore allows knowledge- irrelevant questioning abilities to be assessed independently. The results show that PBL students generally ask more efficient questions and use fewer questions to complete the task. This finding suggests that PBL curricula may help improve the questioning strategies of medical students and help them diagnose more efficiently in future diagnosis practice.
Original languageEnglish
JournalInnovations in Education and Teaching International (Print Edition)
Volume55
Issue number1
Pages (from-to)44-54
Number of pages11
ISSN1470-3297
DOIs
Publication statusPublished - 2 Jan 2018

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medical student
ability
learning
course of a disease
diagnostic
scenario
curriculum
student

Keywords

  • PBL
  • problem solving
  • questioning
  • Medical Education
  • Problem-Based Learning

Cite this

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title = "A comparison between the effectiveness of PBL and LBL on improving problem-solving abilities of medical students using questioning",
abstract = "In daily patient-history taking and diagnosis practice, doctors ask questions to gather information from patients and narrow down diagnostic hypotheses. Training medical students to be efficient problem solvers through the use of questioning is therefore important. In this study, the effectiveness of problem-based learning (PBL) and lecture-based learning in improving the questioning abilities of medical students (N = 104) was assessed by a modified 20-question task. In this task, the participants were asked to identify target pictures by asking questions, the problem-solving process of which resembles that of the diagnosis scenario. Moreover, this task requires no medical knowledge, and therefore allows knowledge- irrelevant questioning abilities to be assessed independently. The results show that PBL students generally ask more efficient questions and use fewer questions to complete the task. This finding suggests that PBL curricula may help improve the questioning strategies of medical students and help them diagnose more efficiently in future diagnosis practice.",
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A comparison between the effectiveness of PBL and LBL on improving problem-solving abilities of medical students using questioning. / He, Yunfeng; Du, Xiangyun; Toft, Egon; Zhang, Xingli; Qu, Bo; Jiannong, Shi; Zhang, Huan; Zhang, Hui.

In: Innovations in Education and Teaching International (Print Edition), Vol. 55, No. 1, 02.01.2018, p. 44-54.

Research output: Contribution to journalJournal articleResearchpeer-review

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AU - Zhang, Hui

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