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J Res Clin Med. 2020;8(1): 11.
doi: 10.34172/jrcm.2020.011
  Abstract View: 146
  PDF Download: 93

Original Article

Investigating the effect of problem-based education on improving the performance of medical trainees in conducting interventions related to management of patients with trauma

Seyed Pouya Paknezhad 1 ORCID logo, Hamid Reza Morteza Bagi 1, Farnam Shokrzadeh 1, Sahel Vahdati 2, Sama Rahnemayan 3,4 * ORCID logo

1 Emergency Medicine Research Team, Faculty of Medicine, Tabriz University of Medical Sciences, Tabriz, Iran
2 Department of Pharmaceutical and Cell Biological Chemistry, Rheinische Friedrich-Wilhelms University Bonn, Bonn, Germany.
3 Aging Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran.
4 Student Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran.
Sama Rahnemayan, Student Research Committee, Faculty of Medicine, Tabriz University of Medical Sciences, Tabriz, Iran. Tel: +989354348479, Email: rahnemayans@tbzmed.ac.ir

Abstract

Introduction: Trauma is the leading cause of mortality and disability in the countries. How to deal with a traumatic patient is one of the most important things and the individuals need to learn about it. The purpose of this study is to investigate the effect of problem-based education on improving the performance of medical trainees in the management of trauma patients,and identify students’ skills status in order to advance educational goals; and thus increase community health.

Methods: In this randomized clinical trial, 76 Medical students were randomly divided into two intervention and control groups. Student performances were evaluated using standard checklists as a pre-test and post-test assigned. descriptive and statistical analysis of the acquired data was done using SPSS 20 software; and the parametric and non- parametric tests were used for thestatistical analysis.

Results: There was no statistically significant difference in age at 23 years (P = 0.422). In terms of sex distribution, there was also no statistical difference (P = 0.212). The scores in the intervention group were higher than in the control group, but no statistically significant difference was observed between the two groups.

Conclusion: The results show that student-centered and cooperative methods have a greater impact on students’ learning than lecturing. On the other hand, one should know that learning problem-solving itself has many limitations and problems with implementation.

Keywords: Trauma, Education, Problem-based Learning, Emergency Medical Services
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Submitted: 03 Feb 2020
Accepted: 02 Mar 2020
ePublished: 20 Apr 2020
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