An initial experiment in haematology instruction using the problem-based learning method in third-year medical training in France

• Published in: Hematology and cell therapy Vol. 41; no. 4; pp. 137 - 144
• Main Authors: CASASSUS, P, HIVON, R, GAGNAYRE, R, D'IVERNOIS, J. F
• Format: Journal Article
• Language: English
• Published: Paris Springer 01.08.1999
• Subjects: Analysis of Variance; Biological and medical sciences; Education, Medical, Undergraduate - methods; Educational Measurement; Female; France; Hematology - education; Humans; Male; Medical sciences; Problem-Based Learning - methods; Public health. Hygiene; Public health. Hygiene-occupational medicine; Surveys and Questionnaires; Teaching. Deontology. Ethics. Legislation; France; Europe; Medicine; Problem solving; Hematology; Experimental study; Graduate level education
• ISSN: 1269-3286; 1279-8509
• DOI: 10.1007/s00282-999-0137-0

We present an initial experiment in the teaching of haematology using the problem-based learning technique in the third year of medicine at the Bobigny Faculty of Medicine (Université Paris-Nord). This new approach to the clinical and bioclinical teaching of medicine is used in several hundred medical faculties throughout the world. It is based on students' integrated learning of concepts (scientific, clinical, psycho-social) through patient problems. The method alternates group meetings with a tutor and individual learning. Sixty-eight students with no previous training in haematology and eight tutors (eight groups) took part in this experiment, which lasted five weeks (with no other teaching) and enabled them to study ten patient problems representing the bulk of the objectives pursued in this discipline. The preparation of students and teachers for this experiment is described, as well as its conduct and the results obtained. These show that the problem-based learning students performed better in their clinical problem-solving examinations than did students from a previous year who had been taught using traditional methods for the same period of time. The comparison does not indicate, however, that problem-based learning students had any advantage in the acquisition of factual information. The high degree of satisfaction of the students beginning their third year and of tutors in respect of this experiment constitutes a very favourable point. The limitations of the experiment and the teaching method itself are also discussed.