The Use of Problem Based Learning Method in Turkey’s Medical Schools

Year 2008, Volume: 28 Issue: 28, 1 - 7, 01.02.2008

Berna Musal H. Cahit Taşkıran Sema Özan

Abstract

Introduction and purpose: Problem-based Learning (PBL) is a student-centred active educational method based on students’ use of their prior knowledge, determination and learning of needed learning objectives, elaboration and discussion of knowledge in the course of a work aiming to solve health problems. The implementation of PBL in medical education was first initiated at McMaster University in 1969 and its use spread gradually. Dokuz Eylul University School of Medicine initiated the use of PBL in 1997 as the first time in Turkey and the PBL program was later adopted by Pamukkale University School of Medicine, Ondokuz University School of Medicine and Ankara University School of Medicine. In these schools the PBL method is located at the centre of the educational program and implemented systematically. In recent years, an increasing trend to use the PBL method in the existing educational programs is observed in other schools of medicine. Method: In December 2007, a questionnaire was sent to 44 schools of medicine in Turkey to determine the frequency of use of Problem-based Learning method and to evaluate the similarities and differences in the implementation of PBL in different schools and answers from 40 schools were evaluated. Findings: Among 40 participating schools, the school using and not using the PBL method in their educational program respectively were as follows 18 (45.0%) and 22 (55.0%). When the findings of PBL method implementing schools were analyzed based on the aspects of the year/years in which PBL is used, characteristics of the curriculum, PBL tools and implementations and properties of PBL tutors; it was observed that certain implementations were in accordance with the PBL philosophy and principles, while others had different types of implementation. Conclusion: In the light of data obtained from this study, it was thought that the development of platforms to discuss PBL implementations in detail, to share experiences and to evaluate the outcomes of different implementations would be beneficial.

Keywords

Problem based learning, educational program, tutors

TÜRKİYE’DE TIP FAKÜLTELERİNDE PROBLEME DAYALI ÖĞRENİM YÖNTEMİ KULLANIMI

Abstract

Amaç: Probleme Dayalı Öğrenim (PDÖ) bir senaryo temelinde saptanan sağlık sorunlarının çözümlenmesine yönelik çalışma sürecinde öğrencilerin önceki bilgilerini kullanmaları, gereksinim duydukları öğrenme konularını belirlemeleri, öğrenmeleri, bilgiyi işlemeleri, tartışmaları temeline dayanan öğrenci merkezli aktif bir eğitim yöntemidir. PDÖ tıp eğitiminde ilk kez 1969 yılında McMaster Üniversitesi’nde uygulanmaya başlanmış ve giderek yaygınlaşmıştır. Türkiye’de ilk kez 1997 yılında Dokuz Eylül Üniversitesi Tıp Fakültesi PDÖ programını uygulamaya başlamış ve izleyen yıllarda Pamukkale Üniversitesi Tıp Fakültesi, Ondokuz Mayıs Üniversitesi Tıp Fakültesi ve Ankara Üniversitesi Tıp Fakültesi PDÖ programı uygulamasına geçmiştir. Bu fakültelerde PDÖ yöntemi eğitim programının merkezinde yer almakta ve sistematik olarak uygulanmaktadır. Son yıllarda diğer tıp fakültelerinde de mevcut eğitim programının içinde PDÖ yöntemini kullanma konusunda artan bir eğilim gözlenmektedir. Gereç ve Yöntem: Türkiye’de tıp fakültelerinde Probleme Dayalı Öğrenim yöntemi kullanım sıklığının belirlenmesi ve fakültelerin PDÖ uygulamaları arasındaki farklılık ve benzerliklerin gözden geçirilerek değerlendirilmesi amacıyla Aralık 2007’de öğrenci alan 44 tıp fakültesine anket formları gönderilmiş ve 40 fakülteden gelen yanıtlar değerlendirilmiştir. Bulgular: Araştırmaya katılan 40 fakültenin 18’i ( %45.0) eğitim programında PDÖ yöntemini kullandığını, 22’si (%55.0) ise kullanmadığını belirtmiştir. PDÖ yöntemi kullanan fakültelere ait bulgular PDÖ’nün hangi dönem/dönemlerde kullanıldığı, müfredat özellikleri, PDÖ gereç ve uygulamalarına ve eğitim yönlendiricilerine ilişkin özellikler açısından incelendiğinde, PDÖ felsefesi ve ilkelerine uyumlu uygulamalar yanı sıra farklı uygulamaların da olduğu gözlenmiştir. Sonuç: Bu çalışmadan elde edilen verilerin ışığında ülkemizdeki PDÖ uygulamalarının ayrıntılı bir şekilde tartışılıp, deneyimlerin paylaşılabileceği ve farklı uygulamaların etkilerinin değerlendirileceği ortamların sağlanmasının yarar sağlayacağı düşünülmektedir.

Keywords

Probleme dayalı öğrenim, eğitim programı, eğitim yönlendiricisi

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