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ISSN: 2394-4137 (E) 2394-6318 (P)

IJIMS.2015.117

Type of Article: Review

Volume 2; Issue 5 : May 2015

Page No.: 121-127

DOI: 10.16965/ijims.2015.117

 

Problem Based Learning (PBL) for Large Groups Medical Students e-Problem Solving Test: A Mutation Causing Retinoblastoma (Rb)

Kumar Ponnusamy *1, Jegathambigai Rameshwar Naidu 2, Ravindra Kumar Boddeti 3, Prejna Barki 4.

*1 Department of Biochemistry & Genetics, ST Matthew’s University School of Medicine, Grand Cayman Islands, BWI.

2 Department of Biochemistry, Asia Metropolitan University School of Medicine, Malaysia.

3 Department of  Anatomy,  International medical School, Shah Alam, Malaysia.

4 Department of Physiology, ST Matthew’s University School of Medicine, Grand Cayman Islands, BWI.

 

CORRESPONDENCE: Dr. Kumar Ponnusamy, Department of Biochemistry & Genetics, ST Matthew’s University School of Medicine, Grand Cayman Islands, BWI. E-Mail: gautamgkl@yahoo.com

 

ABSTRACT

E-learning can be used to enhance and aid the implementation of problem-based learning (PBL). Through e-learning, learning can take place anywhere and anytime through the communication tools that it has. This feature provides a channel of communication among medical students and content experts in medicine that is not bounded by the class time and physical presence. Therefore, e-learning has been identified as a learning system that can greatly enhance the implementation of PBL among undergraduate-medical students. Concept-maps can be successfully used to teach conceptual thinking, thus increasing students’ competence in critical thinking in the modern paradigm. The purpose of this paper is to put forth effective strategies for utilizing e-learning in PBL for medical and allied health science education with a model PBL on Retinoblastoma (Rb). Some effective strategies that have been identified are: (a) the use of online-learning tool to deliver structured assigned independent e-PBL problems to students, (b) content expert-facilitator-initiated communication for the PBL case scenario on the e-learning platform, (c) frequent availability of content expert on-medical education online for facilitation, and (d) the use of online resources such as relevant case scenarios, videos, research component such as review journal for reflection, construction of concept maps and assessment. These strategies will enable a more efficient and effective implementation of out-come based self-directed structured assigned independent learning e-PBLs related to difference modules of medicine, with relatively less number of content experts and in short time for large group of medical and allied health sciences students.

KEY WORDS: e-learning, e-problem based learning, Medical science education, Interactivity, Supplemental digital content, Research components, Concept mapping, Retinoblastoma.

 

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