The Transfer of Problem-Based Learning Skills to Clinical Practice
Main Article Content
Abstract
The purpose of this article is to present and discuss the reported impact of a fully problem-based learning (PBL) master’s program on the way graduates worked with patients and colleagues in Ireland. These graduates had completed a sixteen-month fully PBL master’s in sonography while concurrently working in clinical practice. Semi-structured telephone interviews were used to collect qualitative data from graduates of the PBL program. PBL graduates reported four notable changes in their approach to clinical practice following the PBL MSc ultrasound program: (1) thinking more before, during, and after clinical practice; (2) more effective communication with patients; (3) improved communication with colleagues; and (4) an increase in proactivity in clinical practice. The transfer of skills developed during the PBL program, as reported by sonography graduates, led to the development of more patient-centered, evidence-based, proactive clinical practice.
Article Details
1. Publication and Promotion: In consideration of the Publisher’s agreement to publish the Work, Author hereby grants and assigns to Publisher the non-exclusive right to print, publish, reproduce, or distribute the Work throughout the world in all means of expression by any method now known or hereafter developed, including electronic format, and to market or sell the Work orany part of it as Publisher sees fit. Author further grants Publisher the right to use Author’s name in association with the Work inpublished form and in advertising and promotional materials
2. Copyright: Copyright of the Work remains in Author’s name.
3. Prior Publication and Attribution: Author agrees not to publish the Work in print form prior to publication of the Work by the Publisher. Author agrees to cite, by author, title, and publisher, the original Interdisciplinary Journal of Problem-based Learning publication when publishing the Work elsewhere
4. Author Representations: The Author represents and warrants that the Work:
(a) is the Author’s original Work and that Author has full power to enter into this Agreement;
(b) does not infringe the copyright or property of another;
(c) contains no material which is obscene, libelous, defamatory or previously published, in whole or in part.
Author shall indemnify and hold Publisher harmless against loss of expenses arising from breach of any such warranties.
5. Licensing and Reuse: Reuse of the published Work will be governed by a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0; http://creativecommons.org/licenses/ by-nc/4.0/). This license lets others remix, tweak, and build upon the Work non-commercially; although new works must acknowledge the original Interdisciplinary Journal of Problem-based Learning publication and be non-commercial, they do not have to be licensed on the same terms.
References
Al-Memar, M., Kirk, E., & Bourne, T. (2015). The role of ultrasonography in the diagnosis and management of early pregnancy complications. Obstetrician & Gynaecologist, 17(3), 173–181. https://doi.org/10.1111/tog.12201
Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481–486. https://doi.org/10.1111/j.1365-2923.1986.tb01386.x
Biesta, G. J. J., & Burbules, N. C. (2003). Pragmatism and educational research. Lanham, MD: Rowman & Littlefield Publishers.
Bryman, A. (2008). Social research methods (3rd ed.). New York: Oxford University Press.
CASE. (2010). Validation and accreditation handbook. York, UK: The Consortium for Accreditation of Sonographic Education.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge Falmer.
Connolly, D. (2005). Continuing professional development of occupational therapists: A case study of problem-based learning in work. In T. Barrett, I. Mac Labhrainn, & H. Fallon (Eds.), Handbook of enquiry and problem-based learning: Irish case studies and international perspectives (pp. 145–155). Galway: CELT, NUI Galway.
Diemers, A. D., van de Wiel, M. W. J., Scherpbier, A. J. J. A., Baarveld, F., & Dolmans, D. H. J. M. (2015). Diagnostic reasoning and underlying knowledge of students with preclinical patient contacts in PBL. Medical Education, 49(12), 1229–1238. https://doi.org/10.1111/medu.12886
Doherty, A. (2008). Report on a clinical review of mammography services at Midland Regional Hospital, Portlaoise for the Health Service Executive Dublin Mid-Leinster. Dublin: Health Service Executive.
Edwards, H. (2006). Critical thinking and the role of the clinical ultrasound tutor. Radiography, 12(3), 209–214. https://doi.org/10.1016/j.radi.2005.06.004
Eliason, M. (2014). Assistant and auxillary nurses in crisis times. International Journal of Manpower, 35(8), 1159– 1184. https://doi.org/10.1108/IJM-12-2012-0175
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Millbrae, CA: Measured Reasons and the California Academic Press. Retrieved May 2, 2011, from http://www.insightassessment.com/pdf_files/What&Why2010.pdf
Foley, J. M., & Kaiser, L. M. R. (2013). Learning transfer and its intentionality in adult and continuing education. In L. M. R. Kaiser, K. Kaminski, & J. M. Foley (Eds), Learning transfer in adult education (pp. 49–59). San Francisco: Jossey-Bass.
Goldstone, R. L., & Day, S. B. (2012). Introduction to “New Conceptualisations of Transfer of Learning.” Educational Psychologist, 47(3), 149–152. https://doi.org/10.1080/00461520.2012.695710
Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. Thousand Oaks: Sage.
HSE. (2011). National miscarriage misdiagnosis review. Dublin: Health Service Executive.
Herbst, M. K., Rosenberg, G., Davids, B., Gross, C. P., Singh, D. Molinaro, A. M., Moore, C. l., (2014). Effect of provider experience on clinician-performed ultrasonography for hydronephrosis in patients with suspected renal colic. Annals of Emergency Medicine, 64(3), 269–276. https://doi.org/10.1016/j.annemergmed.2014.01.012
Herr, K., & Anderson, G. L. (2005). The action research dissertation. London: Sage Publications.
Hung, W. (2013). Problem-based learning: A learning environment for enhancing learning transfer. In L. M. R. Kaiser, K. Kaminski, & J. M. Foley (Eds), Learning transfer in adult education (pp. 27–38). San Francisco: Jossey-Bass.
Kiguli-Malwadde, E., Gonzaga, M. A., Businge, F., Nakatudde, R., & Bule, S. (2010). Evaluation of ultrasound training in the problem based learning radiography curriculum at Makerere University, Uganda. Radiography, 16(4), 314– 320. https://doi.org/10.1016/j.radi.2010.05.003
Koshy, V. (2010). Action research for improving educational practice (2nd ed.). London: Sage Publications Ltd.
Kulasegaram, K., Min, C., Howey, E., Neville, A., Woods, N., Dore, K., & Norman, G. (2015). The mediating effect of context variation in mixed practice for transfer of basic science. Advances in Health Science Education, 20(4), 953– 968. https://doi.org/10.1007/s10459-014-9574-9
Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks: Sage.
McGinty, J., Radin, J. & Kaminski, K. (2013). Brain-friendly teaching supports learning transfer. In: L.M.R. Kaiser, K. Kaminski, & J.M. Foley (Eds), Learning transfer in adult education (pp. 49–59). San Francisco: Jossey-Bass.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). London: Sage Publications.
Mishler, E. G. (1986). Research interviewing: context and narrative. Cambridge, MA: Harvard University Press.
Noffke, S.E., & Somekh, B. (2009). Introduction. In S. Noffke & B. Somekh (Eds.), The Sage handbook of educational action research (pp. 1–5). London: Sage Publications Ltd.
Norman, G. (2009). Teaching basic science to optimise transfer. Medical Teacher, 31(9), 807–811. https://doi.org/10.1080/01421590903049814
Patel, V. L., Yoskowitz, N. A., Arocha, J. F., & Shortliffe, E. H. (2009). Cognitive and learning sciences in biomedical and health instructional design: A review with lessons for biomedical informatics education. Journal of Biomedical Informatics, 42(1), 176–197. https://doi.org/10.1016/j.jbi.2008.12.002
Pring, R. (2004). Philosophy of educational research (2nd ed.). London: Consortium.
Punch, K. F., & Oancea, A. (2014). Introduction to research methods in education (2nd ed.) London: Sage.
Roska, J. (2005). Double disadvantage or blessing in disguise? Understanding the relationship between college major and employment sector. Sociology of Education, 78(3), 207–232. https://doi.org/10.1177/003804070507800302
Rubin, H. J., & Rubin, I. S. (2005). Qualitative interview- ing: The art of hearing data (2nd ed.). London: Sage Publications.
Savin-Baden, M. (2003). Disciplinary differences or modes of curriculum practice. Biochemistry and Molecular Biology Education, 31(5), 338–343. https://doi.org/10.1002/bmb.2003.494031050263
Scheffler, I. (1999). Epistemolgy and education. In R. McCormick & C. Paechter (Eds), Learning and knowledge (pp. 1–5). London: Paul Chapman Publishing Ltd & Open University Press.
Schmidt, H.G., Vermullen, L., & Van Der Molen, H. T. (2006). Longterm effects of problem-based-learning: A comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Medical Education, 40(6), 562–567. https://doi.org/10.1111/j.1365-2929.2006.02483.x
Shavell, V., Abdallah, M., Zakaria, M., Berman, J., Diamond, M., & Puscheck, E. (2012). Misdiagnosis of cervical ectopic pregnancy. Archives of Gynaecology & Obstetrics, 285(2), 423–426. https://doi.org/10.1007/s00404-011-1980-0
Shen-Miller, D., & Smiler, A. P. (2015). Men in female-dominated vocations: A rationale for academic study and introduction to special issue. Sex Roles, 72(7), 269–276. https://doi.org/10.1007/s11199-015-0471-3
Solomon, S. D., & Saldana, F. (2014). Point-of-care ultrasound in medical ultrasound. New England Journal of Medicine, 370(12), 1083–1085. https://doi.org/10.1056/NEJMp1311944
Stanton, M. T. (2015). A mixed methods investigation of the impact of problem-based learning on critical thinking in postgraduate sonography education (Unpublished doctoral dissertation). Dublin: University College Dublin.
Stanton, M. T., & McCaffrey, M. (2011). Designing authentic PBL problems in multidisciplinary groups. In T. Barrett & S. Moore (Eds), New approaches to problem-based learning: Revitalising your practice in higher education (pp. 36–49). New York: Routledge.
Tan, J. Z.-Y., Waugh, J., Kumar, B., & Evans, J. (2013). Mucinous carcinomas of the breast: Imaging features and potential for misdiagnosis. Journal of Medical Imaging & Radiation Oncology, 57(1), 25–31. https://doi.org/10.1111/1754-9485.12006
Trout, A. T., Sanchez, R., Ladino-Torres, M. F., Pai, D. R., & Strouse, P .J. (2012). A critical Evaluation of US for the diagnosis of pediatric acute appendicitis in a real-life setting: how can we improve the diagnostic value of sonography? Paediatric Radiology, 42(7), 813–823. https://doi.org/10.1007/s00247-012-2358-6
Zeni, J. (2009). Ethics and the ‘personal’ in action research. In S. Noffke & B. Somekh (Eds), The Sage handbook of educational research (pp. 254–266). London: Sage Publications Ltd.