Education based on medical issues (problem based learning in medicine): do we cancel, overturn or evolve the existent educational process?

Abstract

Questions asked during the lectures of the students, small conversations and incursions during the conferences with teachers of The Sate University of Medicine and Pharmacy “Nicolae Testemitanu”, a well as conversations held with doctors beginners and with those with experience demonstrated that 95% do not know the principles of problem based learning, while solving situations related to diagnosis establishment and treatment of the patients they do use this method unconsciously. We have analysed the educational programs and the current curriculum for the training of the doctors regarding the Medicine Specialties, Public Medicine, Stomatology and Pharmacy at the State University of Medicine and Pharmacy “Nicolae Testemitanu” from the Republic of Moldova, vis-à-vis the history of foundation and development of the university, quantitative results (numbers of graduates) and qualitative (number of graduates employed in medical activities in the country and abroad, implied in the research sector). Our analysis activity of materials at hand revealed the fact, that although the traditional programs and methods had proven their durability and efficiency from 1945 till now, covering completely the training necessities of the doctors and the university’s lecturers in the Republic of Moldova, nowadays we are in need of a reform in order to break this educational deadlock, to contribute to a more intense exploitation of both students’ and teachers staff’s intellectual potential. The problem based learning method seems to be an effective solution for the actual challenge of the new context of superior school of medicine’s existence, when the educational offer should make a 20 years step forward anticipating strategically the necessities of the society that is in a transformation process. The auto appreciation made by the authors of this article confirms the working hypothesis that the professional, didactical and investigation competences of a doctor can be obtained, sustained and developed by the Problem based learning. Most of them keep their social and cognitive dimensions. As a reference to them: solving complicated cases, legal and social activity aspects, communication abilities, permanent professional development. curriculum development.