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المؤلفHe Y.
المؤلفDu X.
المؤلفToft E.
المؤلفZhang X.
المؤلفQu B.
المؤلفShi J.
المؤلفZhang H.
المؤلفZhang H.
تاريخ الإتاحة2020-02-05T08:53:39Z
تاريخ النشر2018
اسم المنشورInnovations in Education and Teaching International
المصدرScopus
الرقم المعياري الدولي للكتاب14703297
معرّف المصادر الموحدhttp://dx.doi.org/10.1080/14703297.2017.1290539
معرّف المصادر الموحدhttp://hdl.handle.net/10576/12783
الملخصIn daily patient-history taking and diagnosis practice, doctors ask questions to gather information from patients and narrow down diagnostic hypotheses. Training medical students to be efficient problem solvers through the use of questioning is therefore important. In this study, the effectiveness of problem-based learning (PBL) and lecture-based learning in improving the questioning abilities of medical students (N�=�104) was assessed by a modified 20-question task. In this task, the participants were asked to identify target pictures by asking questions, the problem-solving process of which resembles that of the diagnosis scenario. Moreover, this task requires no medical knowledge, and therefore allows knowledge-irrelevant questioning abilities to be assessed independently. The results show that PBL students generally ask more efficient questions and use fewer questions to complete the task. This finding suggests that PBL curricula may help improve the questioning strategies of medical students and help them diagnose more efficiently in future diagnosis practice. 2017 Informa UK Limited, trading as Taylor & Francis Group.
اللغةen
الناشرRoutledge
الموضوع20 questions
Medical Education
PBL
problem solving
questioning
العنوانA comparison between the effectiveness of PBL and LBL on improving problem-solving abilities of medical students using questioning
النوعArticle
الصفحات44-54
رقم العدد1
رقم المجلد55
dc.accessType Abstract Only


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