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Applying problem-based learning to otolaryngology teaching

Published online by Cambridge University Press:  27 September 2010

K A Abou-Elhamd ,
U M Rashad  and
A I Al-Sultan
K A Abou-Elhamd*
Affiliation:
Department of ENT, Faculty of Medicine, Sohag University, Egypt ENT Sector, Department of Surgery, Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia
U M Rashad
Affiliation:
ENT Sector, Department of Surgery, Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia Department of ENT, Faculty of Medicine, Assiut University, Egypt
A I Al-Sultan
Affiliation:
Department of Endocrinology, Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia
*
Address for correspondence: Dr Kamal-Eldin A Abou-Elhamd, ENT Professor, ENT Sector, Department of Surgery, Al-Ahsa College of Medicine, King Faisal University, Al-Ahsa 31982, PO Box 400, Saudi Arabia Fax: 009660 35800820 E-mail: [email protected]
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Abstract

Objectives:

Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods.

Methods:

We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week).

Conclusion:

From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

Keywords

ENTOtolaryngologyProblem-Based LearningMedical EducationUndergraduate
Type
Main Articles
Information
The Journal of Laryngology & Otology , Volume 125 , Issue 2 , February 2011 , pp. 117 - 120
Copyright
Copyright © JLO (1984) Limited 2010

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