Resumen de Utilización del aprendizaje basado en problemas en la enseñanza de física en estudiantes de medicina. Comparación con enseñanza tradicional
Eduardo Fasce H., María Calderón B, Luis Braga I, Manuel De Orúe R, Horst Mayer S, Heidi Wagemann B, Soledad Cid P
Background: Problem based learning, integrating basic science with clinical problems, is one of the most recommended forms of teaching for medical schools. Aim: To compare a problem based learning program for physics with traditional teaching methods. Material and methods: In the physics course, first year medical students were separated in groups with traditional learning and problem based teaching. Both groups were subjected to the same knowledge and qualitative evaluations. Results: At the end of the course, cognitive performance in both groups was similar (60.8 and 61.3% among traditional teaching and problem based learning groups respectively). However, students assigned to the problem based learning group evaluated significantly better the teaching methodology and process. Conclusions: Physics education, using problem based learning, obtains the same cognitive results but a higher degree of satisfaction than traditional teaching among students (Rev Méd Chile 2001; 129: 1031-7)
