Distributed Problem Based Learning in a Low Resources Setting: The design and evaluation of a problem-based, web-based curriculum for training family doctors in Brazil

Abstract

This thesis explored the use of distributed PBL in health professional education in a low-resources context. Three central questions were studied in this thesis: (a) Is distance education an acceptable educational strategy to train family health professionals in the State of Ceará under their perspective? (b) How do family health doctors appreciate a dPBL course that was developed for them? (c) How effective is this curriculum to achieve its purposes in terms of enhancement of medical knowledge and diagnostic skills? In order to address the first question we conducted a study with 209 family health professionals. A cross-sectional survey using self-administered questionnaires was carried out. The findings showed that the respondents had positive perceptions and attitude towards DE and were motivated to participate in a DE course. To address the second central research question we conducted a comprehensive programme evaluation study with 42 family doctors who had participated in the course “Clinical Approach for Elderly People with Dementia” from the participants’ perspective. In general, the results indicated that the competence-based approach for curriculum design was adequate for our proposal and that the course was highly appreciated by the respondents. The third research question was addressed by a quasi-experimental study aiming at evaluating the effectiveness of the dPBL course to enhance knowledge and diagnostic skills on dementia. We used a pretest–posttest control group design in the study. The results showed significant effects of the course on participants’ knowledge and diagnostic skills.