Problem based learning in the context of medical continuing professional development: an experience

• Autor(a) principal: Rebocho, Miguel
• Data de Publicação: 2010
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/cadernosdesaude.2010.2808

The role of problem-based learning (PBL) in continuing professional development (CPD) has not yet been established and is currently the subject of much debate. The objective of this quasi-experimental study was to evaluate several dimensions of a new postgraduate training course for general practice and family practice physicians in the Lisbon metropolitan area covering common conditions that affect visual system and which used PBL methodology. The study aimed to evaluate the acquisition of short term factual knowledge and to find out how the participants rated the different sessions of the course on various dimensions while it was taking place. Between five and seven months after completion of the training, the participants’ opinions regarding the methodology used and evidence of changes in the physicians’ performance were evaluated. The study design included a pre-test and post-test to evaluate knowledge, a questionnaire administered to evaluate each session and a semi-structured telephone interview for follow-up evaluation. Quantitative and qualitative methods of data processing were used. Out of a population of twenty-four doctors registered for the course, two groups of 12 were formed. One group did the training in March 2007 and the other (which served as the control group for the factual knowledge dimension) had identical training in April 2007. The following was found: 1) there is moderate evidence of an increase in factual knowledge immediately following the intervention; 2) positive evaluations were observed on the following dimensions: articulation of the training with professional practice, contribution towards professional development, recognition of the effects of the intervention; 3) there is strong evidence of satisfaction with the course in general and with this method in particular; 4) there is evidence that this method is preferred over others experienced in previous postgraduate training; 5) there is moderate evidence of its having an effect on doctors’ performance.