Enhancing medical education in Nepal through problem-based learning (PBL) and collaborative action research strategies
محفوظ في:
| الحاوية / القاعدة: | BMC Medical Education vol. 25 (2025), p. 1 |
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| المؤلف الرئيسي: | |
| مؤلفون آخرون: | , , |
| منشور في: |
Springer Nature B.V.
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| الموضوعات: | |
| الوصول للمادة أونلاين: | Citation/Abstract Full Text Full Text - PDF |
| الوسوم: |
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MARC
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| 024 | 7 | |a 10.1186/s12909-025-07267-8 |2 doi | |
| 035 | |a 3216559211 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Atreya, Alok | |
| 245 | 1 | |a Enhancing medical education in Nepal through problem-based learning (PBL) and collaborative action research strategies | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BackgroundTeamwork and collaboration among students are essential for successful problem-based learning (PBL) implementation; however, many medical colleges in Nepal face obstacles to implementing successful PBL sessions. This action research explored elements affecting teamwork during PBL sessions at Lumbini Medical College in Nepal and developed interventions that could readily be applied to enhance student collaboration.MethodsThe study employed qualitative methods, collecting data through online open-ended questionnaires from second-year and first-year medical students. Initial data from second-year students identified teamwork challenges, while feedback from first-year students evaluated interventions. Specific interventions were implemented with first-year students, including improved internet connectivity, systematic textbook availability in PBL rooms, structured presentation formats (PechaKucha), and clear role assignments, as second-year students had completed their preclinical phase. The effectiveness of these interventions was evaluated through first-year students’ feedback.ResultsThematic analysis revealed three key challenges: communication barriers (including language and technical issues), discrepancies in participation, and differing levels of preparation. Positive feedback from first-year students confirmed that the implemented interventions were successful in improving team dynamics, facilitating more active participation, and enhancing resource utilization.ConclusionsSuccessful implementation of PBL necessitates not only infrastructural support (internet and access to the resources needed to learn) but also pedagogical structure (e.g. clearly defined roles within groups, systematic structures of participation). These findings offer practical guidance for medical educators seeking to enhance PBL effectiveness, particularly in resource-limited settings.Clinical trial numberNot applicable. | |
| 610 | 4 | |a Kathmandu University | |
| 651 | 4 | |a Nepal | |
| 653 | |a Students | ||
| 653 | |a Collaboration | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Problem based learning | ||
| 653 | |a Medical education | ||
| 653 | |a Focus Groups | ||
| 653 | |a Group Discussion | ||
| 653 | |a Student Characteristics | ||
| 653 | |a Data Collection | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Active Learning | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Cultural Background | ||
| 653 | |a Learning Experience | ||
| 653 | |a Group Dynamics | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Communication Skills | ||
| 653 | |a Science Projects | ||
| 653 | |a Qualitative Research | ||
| 653 | |a Student Motivation | ||
| 653 | |a Student Participation | ||
| 653 | |a Tutors | ||
| 653 | |a Teamwork | ||
| 653 | |a Problem Solving | ||
| 653 | |a Educational Experience | ||
| 653 | |a Learner Engagement | ||
| 653 | |a College Science | ||
| 653 | |a Science Activities | ||
| 700 | 1 | |a Gnawali, Laxman | |
| 700 | 1 | |a Menezes, Ritesh G | |
| 700 | 1 | |a Nepal, Samata | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3216559211/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3216559211/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3216559211/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |