Cystic Fibrosis in Medical EducationErol Gurpinar1*, Aysen Boz2 and Ozgul Alper3
- Corresponding Author:
- Dr.Erol Gurpinar
Akdeniz University School of Medicine
Department of Medical Education
Dumlupinar Bulvari Campus
07040 Antalya, Turkey
Tel: 90 242 2496189
Fax: 90 242 2274482
E-mail: [email protected] edu.tr
Received Date: December 01, 2011; Accepted Date: January 05, 2012; Published Date: January 07, 2012
Citation: Gurpinar E, Boz A, Alper O (2012) Cystic Fibrosis in Medical Education. J Community Med Health Edu 2:117. doi:10.4172/2161-0711.1000117
Copyright: © 2012 Gurpinar E, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Aim: The aim of the present study was to introduce the Problem Based Learning (PBL) module on cystic fibrosis applied in Akdeniz University Medical School, to present the feedbacks of the tutors and the students about the module and to evaluate the student success achieved in the module.
Method: The study group consists of all first semester students (n=208) and the tutors in charge of this PBL module (n=21). In order to acquire the feedbacks of the students and tutors on the scenario and the implementation of the PBL module, a questionnaire consisting of six questions was administered to the study group at the final session of the PBL course. Additionally, another questionnaire was administered to the students to determine the opinions of the students about whether the module positively contributed to their present knowledge level.
Results: 94.7% of the students (n=197) and 85.7% of the tutors (n=18) responded to the feedback form aimed at receiving the feedbacks on the scenario and implementation of the PBL module. The responses given to this questionnaire showed that the tutors and the students gave identical scores to all the items and there was not a statistically significant difference between the two groups. The average PBL exam score of the students was 112.3 (maximum score=150) and their average course committee examination score was 539.7 (maximum score=850).
Conclusion: As a result, it was determined that the feedbacks of the students and tutors about the PBL module on cystic fibrosis, a fatal health problem that has received attention in the recent years, were positive and high student success was achieved with the module.