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The Application of Problem Sessions in a Hybrid Instruction Design within the forensic Medicine and Clinical Toxicology Curriculum: The Ain Shams Experience
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Context
Using problem sessions as a method of instruction and incorporating it into the body of the curricula, as a hybrid instruction design is not as well established as PBL.
Objective
This study aims at studying the effect of the hybrid curriculum design using problem session on the learning process within the forensic medicine and clinical toxicology curriculum and studying the acceptability of the method between the students.
Methods
A redesign of the instruction plan was introduced in the academic year 2008-2009 to be problem oriented. Student scores in the final exam where analyzed and compared with the previous year. 100 students randomly chosen answered a questionnaire.
Findings
There is a significant elevation of the success rate in the end of year exams after using the new instruction design. 81% of the students expressed their appreciation of the problem-oriented sessions. Meanwhile 31% of students thought that having three weekly sessions to discuss the problem was too much.
Conclusion
Using problems as an instruction method in the forensic medicine and clinical toxicology curriculum could be a beneficial method of instruction.
Keywords
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