Effectiveness of Blended Teaching of Problem-Based Learning (PBL) and Error-Based Learning (EBL) in Gynecology

• Autores: Vargas Vera, Ramon Miguel Calixto, Placencia Ibadango, Martha Veronica
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Universidad Cesar Vallejo
• Repositorio: UCV-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.ucv.edu.pe:20.500.12692/155736
• Enlace del recurso: https://rgsa.openaccesspublications.org/rgsa/article/view/8042/3696; https://hdl.handle.net/20.500.12692/155736; https://doi.org/10.24857/rgsa.v18n6-171
• Nivel de acceso: acceso abierto
• Materia: Aprendizaje basado en problemas; Aprendizaje basado en errores; Sistema tradicional; https://purl.org/pe-repo/ocde/ford#5.00.00

Objective: The objective of this study was to determine whether combined PBL-ABE teaching was effective in gynecology students. Methodology: A prospective and observational study was carried out with 200 gynecology students of the tenth semester and internships, who were randomly divided into two groups for the combined PBL-ABE system and the traditional group. Pre- and post-class surveys were conducted to assess their perceptions and experiences with the method. Results: In the pre-class questionnaire, the traditional system obtained significantly higher scores than the PBL-EBL group (75.34 vs. 70.43 and 35.43 vs. 23.34), P = 6.39x10-5). In the PBL-EBL group, basic knowledge and case analysis scores increased significantly, 72.23 vs. 68.51 and 31.23 vs. 30.24, respectively (P 0.612). The PBL-EBL group improved much more than the traditional group; the PBL-EBL saw an increase from 70.43 to 72.23 compared to the traditional one from 75.43 to 68.51. On the other hand, in terms of time spent in class, the PBL-EBL system scored significantly lower than the traditional system (P < 0.001). Conclusion: PBL together with EBL can be an effective method to improve the performance and clinical skills of medical students and interns.