Problem Based Learning Approach In Microbiology

Problem-based Learning Approach in Microbiology, is an organ-based study of microbiology and infectious diseases using real patient problems (cases) and cases edited for educational purposes. This approach uses case studies to stimulate interactive learning and to facilitate basic knowledge for clinical training. In seven sections, each problem in each section begins with a clinical case scenario and is followed by the learning objectives of the case. The “Question-and-answer section facilitates student-tutor interaction, thereby resulting in a problem-solving approach. The etiological agent is then described in complete detail comprising the epidemiology and pathogenicity of the agent, and the host immune response, clinical manifestations, diagnostic, and therapeutic measures. This book includes a wide-spectrum of commonly encountered infectious diseases, emerging infectious diseases, and immunological diseases. This book caters to the need for fundamental knowledge through an alternative approach achieved by dividing the book into sections. This book facilitates a more effective learning process thereby ensuring better information retention, correlation with real-life scenarios, and better applicability of the concepts. Provides real clinical cases ensuring exposure to real clinical cases and stimulating interactive learning, in addition to enhancing the readers’ ability to correlate concepts in microbiology, immunology and infectious diseases with real clinical cases. Includes a question-and-answer section--This section facilitates student-teacher interaction, thereby resulting in a problem-solving approach and ensuring better retention of information. In the "Microbiology" section –—each chapter focuses on the etiological agent responsible for the disease manifested in the particular case. This section gives a comprehensive overview of the epidemiology and pathogenicity of the agent, and also the host immune response, clinical manifestations, diagnostic, and therapeutic measures.

Problem-based Learning Approach in Microbiology, is an organ-based study of microbiology and infectious diseases using real patient problems (cases) and cases edited for educational purposes. This approach uses case studies to stimulate interactive learning and to facilitate basic knowledge for clinical training. In seven sections, each problem in each section begins with a clinical case scenario and is followed by the learning objectives of the case. The "Question-and-answer” section facilitates student-tutor interaction, thereby resulting in a problem-solving approach. The etiological agent is then described in complete detail comprising the epidemiology and pathogenicity of the agent, and the host immune response, clinical manifestations, diagnostic, and therapeutic measures. This book includes a wide-spectrum of commonly encountered infectious diseases, emerging infectious diseases, and immunological diseases. This book caters to the need for fundamental knowledge through an alternative approach achieved by dividing the book into sections. This book facilitates a more effective learning process thereby ensuring better information retention, correlation with real-life scenarios, and better applicability of the concepts.

This concise, problem-based textbook covers 91 of the most common infectious diseases, using case studies to promote interactive learning and to build a foundation of knowledge for clinical practice. It presents an overview of how infectious diseases affect a particular organ system. Then, it provides clinical case scenarios, differential diagnosis tables, and succinct explanations of the infectious process, with treatment options and outcomes. Crisp, full-color images and USMLE-style practice questions round out the text. Presents a detailed clinical case study for each infectious disease covered, including treatment and outcomes. Integrates basic and clinical sciences. Covers the most common infectious diseases, including bioterrorism agents and emerging infectious diseases. Promotes active learning by presenting the case study as an unknown, and then providing differential diagnosis tables and rationales. Features over 350 full-color illustrations and images of clinical disease to reinforce written material. Highlights key symptoms, microbiology, epidemiology, and pathogenesis for rapid review. Provides summary tables of important diseases caused by the infecting organism. Includes practice questions to help prepare for the USMLE step 1 and 2 exams.

One health is an approach in managing complex or ‘wicked’ problems such as emerging zoonoses. This book contains cases on emerging zoonosis innovatively crafted in a problem-based learning format to address the disease problems while exploring the relevant technical and core competencies necessary to effectively solve the problem. This book is a compilation of 11 cases that are pertinent to the Southeast Asian region. These cases will enable the discovery of solutions to challenge using the One Health concept, utilization of One Health competencies to address the problem, and solving of complex problems at the interface of human, animal, and the environment. p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 13.0px Helvetica}

Promising results from the use of problem-based learning (PBL) as a teaching method in medical programs have encouraged many institutions to incorporate PBL into their curricula. This study investigates how applying hybrid-PBL (H-PBL) in a microbiology laboratory impacts students' higher-order thinking as compared to applying a lecture-based pedagogy. The experimental design compared the learning outcomes of two groups of students: the control group and the H-PBL group, for whom PBL cases comprised 30% of the curriculum. Both groups were taught basic skills for the microbiology lab by the same instructor. Using the traditional teaching style for the control group, the instructor offered each student what they needed for their experiments. The H-PBL group practiced experimental design, data analysis, theory proposal, and created research questions by using six study cases that were closely linked to the area of study. The outcome was measured using a pre- and post- assessment consisting of 24 questions that was designed by following Bloom's taxonomy of learning levels. A one-way ANOVA was used to analyze the data. The results showed that for the first three levels of Bloom's taxonomy-- knowledge, comprehension, and application--there were no statistically significant differences between the H-PBL and control group gain scores as determined by a one-way ANOVA. For the knowledge level, f (1, 78) = .232, and p = .632; for the comprehension level, f (1, 78) = .004, and p = .951; and for the application level f (1, 78) =. 028, and p =.863. On the other hand, the gain scores for the three higher levels--analysis, evaluation, and creativity--improved for the H-PBL group. The analysis level showed statistically significant differences, with f (1, 78) = 4.012, and p = .049. Also, there were statistically significant differences in students' performance at the evaluation level, with f (1, 78) = 11.495, and p = .001, and the creativity level, with f (1,78 ) = 23.432, and p = .000. In conclusion, the study results supported the value of incorporating hybrid problem-based learning (H-PBL) into the traditional microbiology laboratory curriculum.

Recently, there has been an increase in businesses and schools that are using some form of problem-based learning daily. By educating undergraduate and graduate students using this service delivery model, they will be better prepared to enter the workforce and increase their marketability. Further study is required to ensure students and faculty utilize this model to its full potential. Guide to Integrating Problem-Based Learning Programs in Higher Education Classrooms: Design, Implementation, and Evaluation provides college and university faculty with ways to establish, use, and evaluate a successful problem-based undergraduate or graduate program. Covering key topics such as peer tutors, evaluation, technology, and project-based learning, this reference work is ideal for higher education faculty, teachers, instructional designers, curriculum developers, school administrators, university leaders, researchers, practitioners, and students.

This single-source reference addresses complications related to the practice of regional anesthesia and pain medicine. Chapters are written by a world authority on each specific complication and are evidence-based from an extensive literature search. Each chapter is constructed to follow a defined approach to the problem to ensure inclusiveness of evidence, clarity, and consistency. Provides a definition for each complication Details the risk factors so you can make informed decisions on treatment Includes details on treatment and rehabilitation providing you with a complete solution to any complication you encounter Advises you on when to seek further consultation

This complete guide to problem-based learning (PBL) in medicine and health professions explains the aims and essential elements of PBL and provides keys for successfully working in small groups.