Use of a PMP manual as a teaching tool to accelerate paediatric teaching in Bangladesh

Abstract

The main aim of this study was to develop, pilot and evaluate a workbook of patient management problems (PMPs) as a teaching tool for problem-based learning in paediatrics. The PMPs were derived from the prevailing undergraduate paediatric curriculum document of Bangladesh. Those were validated by an international panel of medical educators from working environments similar to that in Bangladesh. Fifty final-year MBBS students in two groups (25 in each) were selected for the study. Group 1 was taught in traditional ways; group 2 was taught by problem-based learning (PBL) using PMPs.The same teachers taught both groups for the same duration (4 weeks in each case). An identical 20 station OSCE assessed the students. OSCE results of both groups were compared to find out if there were any differences of performance. Perceptions of both students (group 2) and teachers on PMPs were collected using a pre-designed questionnaire. All the students in the problem-based group agreed that PMPs focused on common paediatric problems, were clear to them, stimulating, encouraged them to develop problem-solving skills and also helped them in planning management of common paediatric problems, and they were satisfied with the PMP-guided course. Most of the students (96%) felt that PMPs covered the areas that every student should learn before entering practice, and also agreed that the course was very effective with PMPs. The teachers also had similar views regarding the PMP-guided PBL course. On evaluation by the OSCE, the PBL group performed better than the traditional group. The majority of students (91.3%) in the PBL group passed by obtaining a score of more than 60% in the OSCE, whereas only 31.6% of students in the traditional group passed (by the same criterion). The results of this study can be used to plan the introduction of PMP-guided problem-based learning in paediatrics.