Abstract

LLARGUES, Esteve et al. Application of a hybrid model of problem-based learning as a strategy for assessment and the integration of 'multiple subjects'. FEM (Ed. impresa) [online]. 2015, vol.18, n.2, pp.131-137. ISSN 2014-9840.  https://dx.doi.org/10.4321/S2014-98322015000200009.

A 'hybrid' model of problem-based learning (PBL) was designed and implemented as a teaching strategy, assessment and means to integrate knowledge related to the subjects 'Physiopathogenesis' and 'Semiotics' of Medicine in the Universitat Internacional de Catalunya. The hybrid model was designed within the e-learning platform, Moodle, which facilitates the development of PBL methodology but with fewer resources. PBL functions as an integrative activity which seeks to promote development of generic skills and complex thought in an active learning environment. PBL encourages students to construct their own knowledge for the development of skills such as clinical reasoning and decision-making, while enabling the integration of knowledge from different subjects. The outcomes of this project indicate a high degree of student satisfaction with this PBL-based methodology as has been manifested by the achievement of active participation in the teaching-learning process.

Keywords : Medicine degree; Problem-based learning (PBL).

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