Effect of problem based learning scenario on knowledge of third class students about childhood poisoning [Probleme dayalı ö?renim senaryosunun üçüncü sınıf ö?rencilerinin çocukluk ça?ı zehirlenmeleri ile ilgili bilgisine etkisi]

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dc.contributor.authorKarao?lu N.
dc.contributor.authorPekcan S.
dc.contributor.authorSoner B.C.
dc.contributor.authorŞeker M.
dc.contributor.authorÖrs R.
dc.date.accessioned2020-03-26T18:22:02Z
dc.date.available2020-03-26T18:22:02Z
dc.date.issued2011
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractIntroduction: It is stated that students cannot carry their knowledge on basic medical sciences that they gained with classical education to clinical classes and clinical practice and problem based learning (PBL) can compensate this drawback. It was aimed to evaluate the effect of PBL scenario written on this topic on level of knowledge about childhood poisoning of third class students who completed the most of theoretical pharmacology education. Materials and Method: A questionnaire form prepared by researchers was applied to randomly chosen PBL groups without writing names and on the basis of voluntariness before and after a case of childhood poisoning which was applied as the second PBL scenario in the second midterm of 2009-2010 academic years. Numbers, percentages, chisquare and student's t-test were used for evaluation of the questionnaire form comprised of demographic data, open-closed ended questions for measuring attitudes and level of knowledge against case of poisoning and statements as making a priority ranking. Results: In the study group, 89 students took part in pre-test and 96 students took part in post-test. In the answers to the list including the substances that are the most common causes of admission according to data of Refik Saydam National Poison Center (e.g. lotion, bath foam, cosmetics, water color and calamine lotions), the substances that the students stated to be toxic in pre-test were answered correctly in the post-test (p<0.05). Number of correct answers increased significantly for knowledge about commonly used drugs in clinical practice like anti-depressants, calcium canal blockers, oral antidiabetics that were marked as non-toxic by the students although they are toxic (p<0.05). While mean knowledge score for these 40 items was 17.52±5.82 in pre-test, it increased to 27.89±8.79 in post-test (p<0.001). Conclusion: Results of this study indicate that PBL scenario applied to the students who learned pharmacology theoretically led increase of knowledge in terms of childhood poisoning. © The Journal of Current Pediatrics, published by Galenos Publishing.en_US
dc.identifier.endpage74en_US
dc.identifier.issn1304-9054en_US
dc.identifier.issue2en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage68en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12395/27089
dc.identifier.volume9en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherGalenos Yayincilik,en_US
dc.relation.ispartofGuncel Pediatrien_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectChilden_US
dc.subjectMedicalen_US
dc.subjectPoisoningen_US
dc.subjectProblem-based learningen_US
dc.subjectStudentsen_US
dc.titleEffect of problem based learning scenario on knowledge of third class students about childhood poisoning [Probleme dayalı ö?renim senaryosunun üçüncü sınıf ö?rencilerinin çocukluk ça?ı zehirlenmeleri ile ilgili bilgisine etkisi]en_US
dc.typeArticleen_US

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