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МЕДИЦИНСКОЕ И ФАРМАЦЕВТИЧЕСКОЕ ОБРАЗОВАНИЕ
© КОЛЛЕКТИВ АВТОРОВ, 2014 УДК 61(07)
S. B. Zhautikova, F. Umer, M. Ilahi, A. M. Karipova
TRANSITION FROM TRADITIONAL TO INNOVATIVE METHODS OF TEACHING IN MEDICAL UNIVERSITIES OF PAKISTAN
Department of pathological physiology and pharmacology of Karaganda State Medical University
Innovative teaching methodologies in different parts of the world are being practiced since last 3 decades. The aim of this review is to report the transition from traditional to innovative self-learning process in medical universities of Pakistan. Vertical and horizontal integration has also inducted better understanding of subjects and fruitful advantages had been accomplished in subjects as pharmacology and pathophysiology. In conclusion, the initial decision of those medical universities to adapt innovative teaching methodologies along with following an integrated curriculum based on PBL has now made those medical universities Novel institutes.
Key words, integrated curriculum; innovative methods of teaching, problem based learning; medical education
Lesson itself is not interesting; in fact, it is teacher who makes the lesson enjoyable using various teaching methods that fascinate the students. In medical universities, two types of teaching methods are being used: traditional and innovative. In medical universities innovative teaching methods facilitate the intellectual growth by developing critical thinking and creativity [3].
Previous researches have proved the significant impact of teaching methods on academic performance of the students. Students who were given instructions in modern teaching methods significantly secured higher mark in their subject tests as compare to those who were taught their lesson in conventional way. Students not only learn the lesson effectively but activity based knowledge further enhance their ability to solve real life problems, and enrich their understanding
at highest level.
This research has been done by teachers of pathophysiology and pharmacology of Karaganda State Medical University.
The syllabus was purely subject oriented. The method of teaching in basic sciences included didactic lectures, small group tutorials that could be called mini-lectures and according to the subjects were designated as demonstrations. Practical classes in the basic subjects were/are also teacher oriented.Medical universities of Pakistan had a solid plan to adapt PBL as mainstay of the academic system.The basic philosophy of Pakistan medical universities in medical education in case of PBL innovation involved following major objectives: 1) curriculum development, 2) implementation of the system, 3) planning of strategies, 4) PBL process.
Table 1 - Details of subjects of 5 years in medical colleges of Pakistan
Year Designation Subjects Comments
l 1st Professional part I Anatomy Physiology Biochemistry Exam conducted in systems covered
2 1st Professional part II Anatomy Physiology Biochemistry Exam conducted in systems covered
З 2nd Professional Pharmacology Forensic Medicine General Pathology Exam conducted in all three subjects
4 3rd Professional Special Pathology Community Medicine Otolaryngology, Pediatrics, Medicine Surgery, Obs/Gynae Exam conducted in Special Pathology and Community Medicine
5 Final Professional Medicine, Surgery, Ophthalmology Exams conducted in Otolaryngology, Pediatrics, Ophthalmology, Medicine, Surgery
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Curriculum development. Appreciable changes in the curriculum and assessment methods in medical education, such as a move towards student centered approaches, project work, and wider use of educational technology, may change the learners expectations [3]. Hence it was realized that in order to meet the changing scenario in medical education worldwide the curriculum needed review and redesigning in order to meet the changing socio-economic conditions. This curriculum should provide students ample opportunity to learn methods than mere memorization. It should motivate self-learning and develop critical thinking.The MBBS course duration is 5 years in Pakistan
At medical universities of Pakistan all 3 subjects of the 1- year are integrated and a system based curriculum was designed and course objectives framed.The concern of the subject specialist was that course should contain relevant material which is essential to be known by a young doctor going to a primary care health Unit. In the making of the objectives a panel of basic science faculty and clinicians from all specialties worked together to formulate teaching material relevant to the requirement of a graduate. The team had a very strong agenda of implementing a modified medical curriculum through teaching strategies.
Now all medical universities of Pakistan have not only implemented innovated strategies but also had strictly maintained the education system based on PBL and integration. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context [1].
Implementation of innovative teaching methods. This aspect of medical universities of Pakistan endeavor will be reviewed in context with the teaching of pathophysiology and pharmacology by PBL which integrates general pathology and basic pharmacology with clinical subjects. Students encounter pathology and pharmacology when they enter Third Year. By now they are well versed with the process of PBL which they have being doing in theirfirst and second year. Also they are now used to the phenomena
of self-learning, they have developed their skills to look for the information not only books but also elsewhere utilizing computer based information sources as they have a free access to internet at university and at home. Students have learnt skills of basic clinical examination during their first two years and in 3rd year they find it more interesting. There is a usual affair that student entering every year is provided with a "Guide book" containing information such as the year planner, objectives of all subjects, learning resource information, list of books, details about teaching strategies which will be adapted.
Planning of strategies. It is evident that visible changes have been made in the objectives as well as the strategies are more inclined towards PBL and case-based sessions. «Case histories» are being planned to be included in the guidebook. These case-based sessions imply vertical integration of pathophysiology and pharmacology with all the clinical subjects.The introduction of the PBL's has reversed the system towards development of self-learning attitudes in the students. The clinical problems create probing behavior in them and when they are able to interpret and achieve their task, they feel more self-confident. Students of the problem-based learning curriculum found learning to be «more stimulating and more humane» and «engaging, difficult, and useful» and showed better interpersonal skills and psychosocial knowledge, as well as a better attitude towards patients whereas students of the conventional curriculum found learning to be "non-relevant, passive, and boring". All the following benefits of small group methods in medical teaching [2] have been achieved: 1) understanding the subject, 2) skills in assemble and present information, 3) critical thinking, 4) asking questions, 5) interpersonal relationship, 6) improved articulation, 7) stimulation of reading skills, 8) problem solving attitudes.
PBL process. At medical universities of Pakistan, there are about 9 hours are accorded to one PBL which includes 3 sessions of 3 hour each. The first session is the introductory session when the group reads the problem and formulates the learning goals after discussing the problem according to prior knowledge which helps them to demarcate a strategy to go through various resources. The second session is an unmoni-tored slot of 3 hours. Declared on the following day whence the group is probing available sources of information as in the coming third session they have to complete task given in the problem. The tutor is facilitating the process, keeping students on the track of discussion
Медицинское и фармацевтическое образование
sometimes initiating questions which are expect-edly answered in relation to the problem to reach the goal. The tutor also prepares a report about the overall performance of the group to be included in the final report which is compiled by the PBL coordinator. Feedback of the PBL is duly discussed and the corresponding tutor duly replies any queries raised by the participants [1].
1 Hammar I. M. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum //Med. Teach. - 2002. - V. 24. - P. 280-285.
Pakistan have accomplished reasonable advances in newer teaching methodologies being followed by other institutions in the world.
REFERENCES
CONCLUSION
The experience of PBL based curriculum has created a positive understanding behavior in students at different levels at medical universities of Pakistan. Early encounter with clinical subjects as a part of vertical integration is taken with greater interest to learn. Excellent adaptability in the faculty had further enhanced better curriculum designing and planning of teaching strategies. Despite limitations medical universities of
2 Nandi P. L. Undergraduate medical education: comparison of problem-based learning and conventional teaching /P. L. Nandi, J. N. Chan, C. P. Chan //Hong Kong Med. J. - 2000. - V. 6. - P. 301-306.
3 Sandila M. P. An integrated curriculum for MBBS /M. P. Sandila, N. A. Siddiki, M. T. Bawa // J. Pak. Med. Assoc. - 2001. - V. 51. - P. 60-61.
Received 24.11.2014 г.
С. Б. Жаутикова, Ф. Умер, М. Илахи, А. М. Карипова
ПдКЮТАННЬЩ МЕДИЦИНАЛЫК УНИВЕРСИТЕТТЕР1НДЕ САБАК БЕРУДЩ ДЭСТУРЛ1 ТYРЛЕРIНЕН ИННОВАЦИЯЛЫК ЭД1СТЕР1НЕ КЭШУ
Окытудын инновациялык эдiсгемеd со^ы 3 онжылдыкта эртYрлi елдердщ медициналык б^м беру жуйеане енпзтуде. Жумыстын максаты - Пэюстаннын медициналык университеттер^де ез^ eзi окытудын дэстYрлi турлер^ен инновациялык эдоерге кeшудi талдау. Тк жэне келбеу бiрiгу пэндердi дурыс туану уш^ б^м беру процеане енпзтген, фармакология жэне патофизиология сиякты пэндердi окыту кез^де тамаша нэтижелер аль^ан. Макала авторлары медициналык университеттердщ PBL непз^де кешендi оку жоспары бойынша окытудын инновациялык эдiстемесiне бе^мделу туралы бастапкы шешiмi осы жоFары медициналык б^м беру уйымдарынын алдынFы катарлы оку орындарына айналуына себеп болды деген корытынды^а келген.
Клт сездер: бiрiктiрiлген окыту баFдарламасы, окытудын инновациялык эдiстерi, б^м берудiн мэселелерi, медициналык бiлiм беру
С Б. Жаутикова, Ф. Умер, М. Илахи, А. М. Карипова
ПЕРЕХОД ОТ ТРАДИЦИОННЫХ К ИННОВАЦИОННЫМ МЕТОДАМ ПРЕПОДАВАНИЯ В МЕДИЦИНСКИХ УНИВЕРСИТЕТАХ ПАКИСТАНА
Инновационные методики обучения в последние 3 десятилетия внедряются в систему медицинского образования в разных странах. Цель работы - анализ перехода от традиционного к инновационному процессу самообучения в медицинских университетах Пакистана. Вертикальная и горизонтальная интеграция введена в образовательный процесс для лучшего понимания предметов, отличные результаты были получены при изучении таких предметов, как фармакология и патофизиология. Авторы статьи приходят к выводу о том, что первоначальное решение медицинских университетов адаптировать инновационные методики обучения, следуя комплексному учебному плану на основе PBL, привело к трансформации этих организаций высшего медицинского образования в передовые учебные заведения.
Ключевые слова: интегрированная учебная программа, инновационные методы обучения, проблемы в образовании, медицинское образование
