Communication and collaboration in PBL teaching format

Abstract: 
Background The research achievements introduced in the clinics led to the necessity of implementation of new methods of teaching in the modern medical education system. One of these methods - PBL was introduced in Georgia. Objective The aim of our study was to find out how the PBL would produce or improve communication skills in Georgian students. Method To achieve this objective, we scrupulously monitored and studied 8 tutorials. 64 the first-second-third –year and the fifth-sixth-year students with various academic excellence took part in them. Research included videotape review of sessions, role-play with simulated/virtual patients, questionnaires. Outcome measures included objective and subjective ratings made by researchers, doctors, tutors, students. We were observing / studying in dynamics their individual and team working skills during PBL sessions (in the first / second / third sessions): the clear presentational skills of the knowledge / opinions / ideas, with verbal / non-verbal communication means; Analyzing the listened information in order to recognize the knowledge, values, beliefs, intentions; Using the communication for informing / giving instructions / motivating and persuading;The correct and free communication in different environments;Compromising and putting the team's interests before his/her own. Taking his/her share of responsibility for the team work and evaluating the contribution of each team member in the overall activity. Results It turned out that on the first tutorial the students taught with the traditional / classical learning methods had problems in: interpreting verbal skills, listening to someone's opinion and taking responsibility , but the situation significantly improved in the following PBL sessions. Conclusions The above mentioned issue has elevated our hopes that the medical students will absorb more successfully all communicative skills necessary for the doctor when they are taught with PBL rather than with traditional methods.

Session

Friday, 19 June, 2015 - 16:45 to 18:15