Implementation and evaluation of a patient safety course in a problem-based learning program

2017 ◽  
Vol 30 (1) ◽  
pp. 44 ◽  
Author(s):  
ShimaaEl-Sayed El-Araby ◽  
SarahAhmed Eltony ◽  
NahlaHassan El-Sayed ◽  
SalahEldin Kassab
Keyword(s):  
Patient Safety ◽  
Problem Based Learning ◽  
Learning Program

scholarly journals Development of a “Problem-Based-Learning Program without Manufacturing” in Chemistry Field

2015 ◽  
Vol 63 (4) ◽  
pp. 4_27-4_32
Author(s):  
Toru OBA ◽  
Toshiyuki NIKATA ◽  
Hidekazu IWAI ◽  
Sachiko ARATAKE ◽  
Kazutoshi HASEGAWA ◽  
...  
Keyword(s):  
Problem Based Learning ◽  
Learning Program

Problem-Based Learning and Authentic Assessment as an Implementation of Outcomes-Based Education in the Computer Engineering Program of Ateneo de Davao University

2017 ◽  
Vol 6 (2) ◽  
pp. 22-36
Author(s):  
Eufemia Faller ◽  
Edicio Faller
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Problem Based Learning ◽  
Authentic Assessment ◽  
Integrative Approach ◽  
Computer Engineering ◽  
Learning Program ◽  
Engineering Program ◽  
Concrete Solution ◽  
Outcomes Based Education

The 21st century education challenges educators to expose students to a wide variety of circumstances and problem situations where they are required to apply the skills they have learned. In engineering education, these are mostly limited to simulated scenarios which are devoid of real and actual interactions with the problems in the community. This article aims to describe how problem-based learning pedagogy and authentic assessment are used in the Computer Engineering program of Ateneo de Davao University as an implementation of the outcomes-based education. This is a descriptive & qualitative research that utilizes focus group discussions as a methodology for achieving its objective. This study uses the frame of experiential learning that is problem-driven, community-based, multi-disciplinary, integrative & collaborative. The computer engineering program uses a multi-disciplinary and integrative approach to problem-based learning through the service-learning program of the institution. This provides the students with an opportunity to interact with a community, identify its problems, analyze and create a concrete solution applying their acquired skills. Since the students are engaged with the community's actual and real problems, they will be assessed using authentic assessment mechanisms. Experiential learning, problem-based pedagogy with authentic assessment open doors of opportunities for a more meaningful and relevant computer engineering program.

scholarly journals Implementation of a Problem-Based Learning Program Combined with Team-Based Learning

2010 ◽  
Vol 22 (3) ◽  
pp. 225-230 ◽  
Author(s):  
Kwi Hwa Park ◽  
Chul-Hyun Park ◽  
Wook-Jin Chung ◽  
Chan-Jong Yoo
Keyword(s):  
Problem Based Learning ◽  
Learning Program ◽  
Team Based Learning

scholarly journals IDENTIFIYING THE SUCCESSFULNESS OF A PROBLEM-BASED LEARNING IN AN UNDERGRADUATE MEDICAL EDUCATION PROGRAMME

2018 ◽  
Vol 7 (3) ◽  
pp. 170
Author(s):  
Luh Ayu Viarini Dewi ◽  
Nancy M Rehatta ◽  
Budi Utomo
Keyword(s):  
Problem Based Learning ◽  
Education Programme ◽  
Cross Sectional Study ◽  
Learning Program ◽  
Self Directed Learning ◽  
Study Program ◽  
Cross Sectional ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Medical Education Programme

Background: Problem Based Learning (PBL) is active learning with a student-centered approach where unstructured issues are used as starting points for inquiry and learning process and problem-based learning is one of the teaching uses stimulus materials in helping the college students figure out the problems, questions, or issues. In a PBL system, the instructor helps the students develop problem solving skills, self-directed learning, so students can identify what they need to know how to know and how to access new information they need.Method: A cross-sectional study, using questionnaire distributed to 2015th generation of medical students in medical faculty of Airlangga University.Results: Result of data settlement, got 2 ways that is subjective and objective way, by using questioner by student, and objective using result of graduation of the course. From the results of the study, the results of the study program are prepared from students who are directly graduated from the problem-based learning program.Conclusion: This problem-based learning program is more successful than not using problem-based learning.

scholarly journals Competence in Patient Safety: A Multifaceted Experiential Educational Intervention for Resident Physicians

2011 ◽  
Vol 3 (3) ◽  
pp. 360-366 ◽  
Author(s):  
Michael P Lukela ◽  
Vikas I Parekh ◽  
John W Gosbee ◽  
Joel A Purkiss ◽  
John Del Valle ◽  
...  
Keyword(s):  
Patient Safety ◽  
Patient Care ◽  
Faculty Attitudes ◽  
Learning Program ◽  
Improvement Project ◽  
Faculty Evaluations ◽  
Safe Patient Care ◽  
Safety Improvement ◽  
Care Processes ◽  
Comprehensive Survey

Abstract Background The need to provide efficient, effective, and safe patient care is of paramount importance. However, most physicians receive little or no formal training to prepare them to address patient safety challenges within their clinical practice. Methods We describe a comprehensive Patient Safety Learning Program (PSLP) for internal medicine and medicine-pediatrics residents. The curriculum is designed to teach residents key concepts of patient safety and provided opportunities to apply these concepts in the “real” world in an effort to positively transform patient care. Residents were assigned to faculty expert-led teams and worked longitudinally to identify and address patient safety conditions and problems. The PSLP was assessed by using multiple methods. Results Resident team-based projects resulted in changes in several patient care processes, with the potential to improve clinical outcomes. However, faculty evaluations of residents were lower for the Patient Safety Improvement Project rotation than for other rotations. Comments on “unsatisfactory” evaluations noted lack of teamwork, project participation, and/or responsiveness to faculty communication. Participation in the PSLP did not change resident or faculty attitudes toward patient safety, as measured by a comprehensive survey, although there was a slight increase in comfort with discussing medical errors. Conclusions Development of the PSLP was intended to create a supportive environment to enhance resident education and involve residents in patient safety initiatives, but it produced lower faculty evaluations of resident for communication and professionalism and did not have the intended positive effect on resident or faculty attitudes about patient safety. Further research is needed to design or refine interventions that will develop more proactive resident learners and shift the culture to a focus on patient safety.

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