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Is hybrid-PBL advancing teaching in biomedicine? A systematic review
|Authors:||Jiménez-Saiz, Rodrigo; Rosace, Domenico|
|Citation:||BMC Medical Education 19: 226 (2019)|
|Abstract:||[Background]: The impact of instructional guidance on learning outcomes in higher biomedical education is subject of intense debate. There is the teacher-centered or traditional way of teaching (TT) and, on the other side, the notion that students learn best under minimal guidance such as problem-based learning (PBL). Although the benefits of PBL are well-known, there are aspects susceptible to improvement. Hence, a format merging TT and PBL (hybrid-PBL, h-PBL) may advance education in biomedical sciences.|
[Methods]: Studies that employed h-PBL in higher biomedical education compared to TT and/or pure PBL were systematically reviewed. Specifically, this review addressed the following question: does h-PBL in biomedical sciences result in superior marks and a better student’s perception of the teaching and learning process?
[Results]: We found that the use of h-PBL in higher biomedical sciences was superior compared to TT and pure-PBL. This was evidenced by the higher performance of the students in h-PBL as well as the level of student’s satisfaction as compared to TT or pure PBL.
[Conclusions]: These findings encourage more research on investigating the pedagogical benefits of h-PBL. In addition, these data support an eclectic system in which the pedagogical tools from TT and PBL are used cooperatively in the best interest of the education and satisfaction of the students.
|Publisher version (URL):||https://doi.org/10.1186/s12909-019-1673-0|
|Appears in Collections:||(IBMCC) Artículos|