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Abstract

Background: Problem-based learning is a method of acquiring knowledge and competences on the basis of work on the problem. Medical universities use the PBL method more widely in the course of teaching future physicians, in the CMUJ classes using the PBL method were introduced in the third year of studies, as a part of the Introduction to Clinical Sciences.

Methods: At the end of course, the students voluntarily filled in a questionnaire (17 questions con-cerning various aspects of the course). A total of 105 questionnaires were analyzed. Statistica 12.0 program was used for this analysis.

Results: 95.5% of respondents positively perceived the way of conducting classes in the form of PBL and considered them to be in line with their expectations (81%). 80% of respondents confirmed the usefulness of classes in acquiring knowledge and integrity with pre-clinical subjects. Divided opinions were expressed by the respondents as to the benefits and satisfaction from independent presentation and teaching of other students, 34.3% rather emphasized the benefits, while 28.6% expressed a negative opinion.

Conclusions: The study confirmed usefulness of classes conducted using the PBL method, both in terms of deepening the knowledge and repetition of already gained knowledge, as well as beneficial reception of classes by students. The course may be modified in the future by increasing the number of cases.
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Bibliography

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Authors and Affiliations

Dorota Dębicka-Dąbrowska
1
Agnieszka Skrzypek
1
Marta Szeliga
1
Grzegorz Cebula
1

  1. Department of Medical Education, Faculty of Medicine, Jagiellonian University Medical College Kraków, Poland
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Abstract

The SARS-CoV-2 pandemic contributed to the implementation of changes in the methodology of conducting many courses at medical universities. Achieving learning outcomes was associated with self-discipline and an increased portion of students’ independent work. The aim of the study is to analyze the adaptation of teaching methods to the requirements of the COVID-19 pandemic at the Department of Medical Education of Jagiellonian University Medical College. The university authorities, instructors and students made every effort not to neglect their education. The Microsoft Teams platform allowed for the efficient organization of remote classes. Lectures, activities based on dialogue, brainstorming and role- -playing were conducted via the Internet. Presentations and short films were made available to students. The safety of individuals participating in classes was guaranteed by password access and an invitation sent prior to an online meeting. Remote learning allowed for the synthesis and deepening of students’ knowledge, improvement of communication skills and development of clinical thinking as future doctors. The disadvantages of online education was the inability to improve practical skills, especially on phantoms, under the direct supervision of a trained instructor.
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Authors and Affiliations

Agnieszka Skrzypek
1
Ian Perera
1
Marta Szeliga
1
Grzegorz Cebula
1

  1. Department of Medical Education, Faculty of Medicine, Jagiellonian University Medical College, Kraków, Poland

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