Nasser Drareni
ABSTRACT
Cardiac troponins are recommended as the preferred biomarkers for the diagnosis of acute myocardial infarction that comprises a variety of clinical scenarios. So High-sensitivity troponin I (hs-cTnI) concentrations reflect myocardial stress. The role of hs-cTnI in predicting long-term changes in the risk of cardiovascular disease in general populations is not clearly defined. Objective: The study aims to assess the effectiveness of problem-based learning (PBL) as a pedagogy tool in clinical years to improve learning of undergraduate learners in terms of acquisition and reflection of content knowledge, critical thinking and problem solving skills through PBL and traditional way of teaching troponin I in myocardial infarction (MI) risk prediction at the University of Medicine Algiers, Algeria. Methodology: A total of 30 fourth-year medicine learners attending were inducted as participants in this study. 15 learners in the PBL group that learnt relevant clinical knowledge through a modified PBL process. And 15 learners in the traditional lecture group that learnt through traditional teaching, involving bedside teaching and lectures in wards. The California critical thinking disposition inventory (CCTDI) was used to measure the learners’ critical thinking, problem solving skills, lifelong and deep learning. Results: Compared with lecture learners, PBL learners showed significantly greater improvement in overall CCTDI and a positive learning attitude. In terms of critical thinking, problem solving for troponin I in MI risk prediction, a significant relationship was found among the PBL group. Conclusion:
PBL is an effective instructional tool to foster critical thinking and problem solving skills among medical learners.
KEYWORDS: Problem-based learning, Cardiac troponins, problem solving skills, critical thinking skills.
TYPE OF CONTRIBUTION: Practice-based abstract PRESENTATION FORMAT: Roundtable discussion FULL ABSTRACT
Cardiac troponins are recommended as the preferred biomarkers for the diagnosis of acute myocardial infarction that comprises a variety of clinical scenarios. So High-sensitivity troponin I (hs-cTnI) concentrations reflect myocardial stress. The role of hs-cTnI in predicting long-term changes in the risk of cardiovascular
disease in general populations is not clearly defined. Objective: The study aims to assess the effectiveness of problem-based learning (PBL) as a pedagogy tool in clinical years to improve learning of undergraduate learners in terms of acquisition and reflection of content knowledge, critical thinking and problem solving skills through PBL and traditional way of teaching troponin I in myocardial infarction (MI) risk prediction at the University of Medicine Algiers, Algeria. Methodology: A total of 30 fourth-year medicine learners attending were inducted as participants in this study. 15 learners in the PBL group that learnt relevant clinical knowledge through a modified PBL process. And 15 learners in the traditional lecture group that learnt through traditional teaching, involving bedside teaching and lectures in wards. The California critical thinking disposition inventory (CCTDI) was used to measure the learners’ critical thinking, problem solving skills, lifelong and deep learning. Results: Compared with lecture learners, PBL learners showed significantly greater improvement in overall CCTDI and a positive learning attitude. In terms of critical thinking, problem solving for troponin I in MI risk prediction, a significant relationship was found among the PBL group.
Conclusion: PBL is an effective instructional tool to foster critical thinking and problem solving skills among medical learners.
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AUTHOR INFORMATION
Nasser Drareni, drareninacer@yahoo.fr, Algeria, University of Blida 2 (corresponding author)