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Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations
Digital problem-based learning (PBL) was originally introduced as a means to improve student engagement and increase flexibility. However, its use becomes mandatory during the coronavirus disease 2019 (COVID-19) period, accelerating changes in medical education. Few elaborated on the implementation...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Formosan Medical Association. Published by Elsevier Taiwan LLC.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8634101/ https://www.ncbi.nlm.nih.gov/pubmed/34893388 http://dx.doi.org/10.1016/j.jfma.2021.11.011 |
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author | Chao, Chia-Ter Tsai, Chiao-Lin Lin, Mong-Wei Yang, Chih-Wei Ho, Chao-Chi Chen, Huey-Ling Hsu, Chiun Sheu, Bor-Ching |
author_facet | Chao, Chia-Ter Tsai, Chiao-Lin Lin, Mong-Wei Yang, Chih-Wei Ho, Chao-Chi Chen, Huey-Ling Hsu, Chiun Sheu, Bor-Ching |
author_sort | Chao, Chia-Ter |
collection | PubMed |
description | Digital problem-based learning (PBL) was originally introduced as a means to improve student engagement and increase flexibility. However, its use becomes mandatory during the coronavirus disease 2019 (COVID-19) period, accelerating changes in medical education. Few elaborated on the implementation details of digital PBL curricula. Technical guidance can be important but under-recognized prerequisite of a successful digital PBL session. In National Taiwan University College of Medicine, we established a digital PBL curriculum and previously validated a confidence questionnaire for surveying undergraduate students receiving digital PBL sessions. In this opinion piece, we gleaned multiple procedural details from our experiences based on students'/tutors' feedback, which we summarized in a 5″W″ recommendations (Who), timing/duration (When), location (Where), software/hardware/topics (What), and evaluation aspects (Why). Suggestions on how to optimally prepare for digital PBL session are also provided. We believe that these tips can further facilitate the wide adoption of digital PBL. |
format | Online Article Text |
id | pubmed-8634101 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Formosan Medical Association. Published by Elsevier Taiwan LLC. |
record_format | MEDLINE/PubMed |
spelling | pubmed-86341012021-12-01 Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations Chao, Chia-Ter Tsai, Chiao-Lin Lin, Mong-Wei Yang, Chih-Wei Ho, Chao-Chi Chen, Huey-Ling Hsu, Chiun Sheu, Bor-Ching J Formos Med Assoc Short Communication Digital problem-based learning (PBL) was originally introduced as a means to improve student engagement and increase flexibility. However, its use becomes mandatory during the coronavirus disease 2019 (COVID-19) period, accelerating changes in medical education. Few elaborated on the implementation details of digital PBL curricula. Technical guidance can be important but under-recognized prerequisite of a successful digital PBL session. In National Taiwan University College of Medicine, we established a digital PBL curriculum and previously validated a confidence questionnaire for surveying undergraduate students receiving digital PBL sessions. In this opinion piece, we gleaned multiple procedural details from our experiences based on students'/tutors' feedback, which we summarized in a 5″W″ recommendations (Who), timing/duration (When), location (Where), software/hardware/topics (What), and evaluation aspects (Why). Suggestions on how to optimally prepare for digital PBL session are also provided. We believe that these tips can further facilitate the wide adoption of digital PBL. Formosan Medical Association. Published by Elsevier Taiwan LLC. 2022-10 2021-11-29 /pmc/articles/PMC8634101/ /pubmed/34893388 http://dx.doi.org/10.1016/j.jfma.2021.11.011 Text en © 2021 Formosan Medical Association. Published by Elsevier Taiwan LLC. Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active. |
spellingShingle | Short Communication Chao, Chia-Ter Tsai, Chiao-Lin Lin, Mong-Wei Yang, Chih-Wei Ho, Chao-Chi Chen, Huey-Ling Hsu, Chiun Sheu, Bor-Ching Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations |
title | Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations |
title_full | Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations |
title_fullStr | Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations |
title_full_unstemmed | Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations |
title_short | Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations |
title_sort | fully digital problem-based learning for undergraduate medical students during the covid-19 period: practical considerations |
topic | Short Communication |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8634101/ https://www.ncbi.nlm.nih.gov/pubmed/34893388 http://dx.doi.org/10.1016/j.jfma.2021.11.011 |
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