The schools’ performance during the licensure exam can be accessed at: http://www.prc.gov.ph/documents/PHYS0809ps.pdf.

To our new doctors, we are truly proud of you!

For the schedule of activities, please visit the Davao Medical School Foundation website.

- Prompt and present for all sessions.

- A knowledge of the process of PBL.

- Commitment to self/student-directed learning.

- Active participation in discussion and critical thinking while contributing to a friendly, non-intimidating environment.

- Willingness to make constructive evaluation of self, group and tutor.

Abstract:

Background: Systematic reviews on the effects of problem-based learning have been limited to knowledge competency either during medical school or postgraduate training. We conducted a systematic review of evidence of the effects that problem-based learning during medical school had on physician competencies after graduation.

Methods: We searched MEDLINE, EMBASE, CINAHL, PsycINFO, Cochrane Databases, and the tables of contents of 5 major medical education journals from earliest available date through Oct. 31, 2006. We included studies in our review if they met the following criteria: problem-based learning was a teaching method in medical school, physician competencies were assessed after graduation and a control group of graduates of traditional curricula was used. We developed a scoring system to assess the quality of the studies, categorized competencies into 8 thematic dimensions and used a second system to determine the level of evidence for each competency assessed.

Results: Our search yielded 102 articles, of which 15 met inclusion criteria after full text review. Only 13 studies entered final systematic analysis because 2 studies reported their findings in 2 articles. According to self-assessments, 8 of 37 competencies had strong evidence in support of problem-based learning. Observed assessments had 7 competencies with strong evidence. In both groups, most of these competencies were in the social and cognitive dimensions. Only 4 competencies had moderate to strong levels of evidence in support of problem-based learning for both self-and observed assessments: coping with uncertainty (strong), appreciation of legal and ethical aspects of health care (strong), communication skills (moderate and strong respectively) and self-directed continuing learning (moderate).

Interpretation: Problem-based learning during medical school has positive effects on physician competency after graduation, mainly in social and cognitive dimensions.

Article source: Canadian Medical Association Journal

The MSU-College of Medicine opened its doors to its first batch of students in school year 1984-1985 at Marawi City. Manned by the first dean, Dr. Omra A. Tamano and faculty members recruited from Marawi City, Cebu, Cagayan de Oro City and Iligan City, the first classes were held at the Omairah Hospital in Marawi City. It was acquired in August, 1983 to serve multifaceted purpose, as classrooms, laboratories, library and dormitory for the students.

Aside from the free tuition fees and a round trip transportation allowance, the students who were scholars were given a stipend of P500.00 and P300.00 depending on their academic status. In return, they were to serve in Mindanao for 2 years for every year of scholarship.

In 1985, the 2nd batch of students was admitted. It was also in that same year, August 31, wherein a memorandum of agreement, represented by Pres. Mohamad Ali Dimaporo with the Ministry of Health represented by the Region XII Director Serapio B. Montañer Jr., was signed, allowing the medical students to utilize the available facilities in the hospitals and health center for the purpose of training.

In June 1986, the 3rd year first batch for clinical training was about to start. During that time, facilities and faculty were so inadequate so they turned their eyes to nearby Iligan City. They decided to set up training there after having sought the help of two prominent physicians – Dr. Angelo H. Manalo, an expert surgeon and his wife, Dr. Lourdes Mangoña-Manalo, a renowned anesthesiologist.

What is PBL?

Problem-based learning (PBL) is a total approach to education. As defined by Dr. Howard Barrows and Ann Kelson of Southern Illinois University School of Medicine, PBL is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career. Source

One of the primary features of Problem-Based Learning is that it is student-centered. “Student-centered” refers to learning opportunities that are relevant to the students, the goals of which are at least partly determined by the students themselves. This does not mean that the teacher abdicates her authority for making judgments regarding what might be important for students to learn; rather, this feature places partial and explicit responsibility on the students’ shoulders for their own learning. Creating assignments and activities that require student input presumably also increases the likelihood of students being motivated to learn. University of California, Irvine.

In the Philippines, Mindanao State University takes prode in being one of the first 2 schools that started PBL in the country in 1994.

How do we do PBL at MSU?

Ours is both horizontally and vertically integrated PBL approach so both basic and clinical learning issues are tackled with the case.

A case is presented to the student in a simulated patient encounter manner with the faculty acting as the patient and the student acting as the doctor. This is started during the very first module where the student has very little idea of how to do a history and physical examination. We have no physical diagnosis course. But using their inherent intelligence and intuition, they are able to come up with something which is subsequently analyzed by the group. Of course, this triggers further study and reading so by the next case they are much better prepared and they continue to improve as the case progresses and their fund of knowledge increases.

Is MSU-Iligan City, a good training ground for future physicians?

The chosen best answer was:

it is a state run university. with the subsidies it got from the government, it should have all the faculties and facilities available to a promising doctors of medicine. some doctors in our area are a product of MSU-iligan. they prefer to practice their profession here than going out of the country. they love serving their countrymen. that is i am so proud of them.

The respondent was right about saying that it is a state-run university and gets support from the government and it should be expected to have all the faculty and facilities available for its students. Actually, the other way around is happening in MSU College of Medicine. It does not have the faculty (I mean, enough number) of it, but it has the determined, competent and dedicated faculty and staff.

Since I am an MSU-an (a student from MSU), I would be biased that I will say “Yes! MSU College of Medicine should be the right school for you.”

We have smaller number of faculty members, but what we have are determined, equally competent from other faculty members of several universities, and dedicated enough to implement the vision of MSU-College of Medicine, which is “Health for all Mindanaoans.”

We don’t have cadavers like any other school nor a laboratory section, but we are exposed to several operative procedures as early as the third year clerkship. That should be enough to learn our anatomy.

Our graduates’ performance in the boards have been proving that MSU-College of Medicine is indeed a good training ground for future physicians.

Since the tuition free is heavily subsidized by the government, all students are considered scholars and are required to render 2 years of service in the MINSUPALA area for every year he/she is in the medical school. It is hoped, however, that all graduates stay and make a lifetime career of medicine in the MINSUPALA area.