APPLYING A HYBRID MODEL OF PROBLEM-BASED LEARNING AS AN ASSESSMENT STRATEGY AND INTERACTION "MULTIPLE SUBJECTS"

An "hybrid" model of Problem Based Learning (HM-PBL) has been designed and implemented as a teaching strategy, assessment and interrelatedness of subjects Physiopathogenesis and Semiotics of Medicine in the Universitat Internacional de Catalunya (UIC).

PBL implements functions as an integrating activity which seeks to promote the development of generic skills, and complex thought in an active learning environment. PBL promotes to students to create their own knowledge to develop skills such as clinical reasoning and decision making, while enabling the integration of knowledge from different subjects.

Despite the excellence of PBL, this method of study has not obtained the implementation that it would be expected. There are significant barriers to their implementation related to implementation difficulties in large groups, the "cost" (more dedication in time, by the mentors), as well as aspects related to coordination in the programs of the subjects involved.

The HM-PBL has been designed on the platform Moodle information technology that facilitates the development of the same with less. This model minimizes the limitations mainly human resources by reducing the dedication of workload by the involvement of a larger teaching staff (to be involved two subjects) and have a virtual platform that enables management more agile tutorials.

Tutoring (at individual and group level) for consultations forums or through the virtual platform Moodle: wiki, forums, tasks, messages have facilitated the implementation of the HM-PBL, which is very useful with a large number of students. Forums allow monitoring of group activities through messages can address the questions that arise participants and at all times the tutor can identify the activity or participation during the semester by the students.

HM-PBL is a very inclusive and motivating activity for the student who seeks to foster the development of transversal skills, and complex thought in an active learning environment. It promotes student building their own knowledge to develop skills such as clinical reasoning and decision-making, while enabling the integration of knowledge from different subjects.

According to the observations of the students, has proved useful to relate knowledge of different materials, it helps to better understand the subjects and allows work skills such as teamwork, self-learning, etc. This could partly explain the better results in the year 2012-13, although our impression is that perhaps this improvement may have influenced the motivation and the challenge posed solve the problems, coupled with the fact that these problems were very cross which supported a more active study subjects involved review.

A satisfaction survey on the use of the HM-PBL was performed, 74.6% of students assessed the method on medium-high grade. The results of the utility for development of clinical reasoning, shows that 87.3% felt that the utility was good-very good. The valuation of utility for the development of the capacity of analysis, 59.1% indicated they strongly agreed /completely agree. Referring to the help to better understand the subjects of Physiopathogenesis and Semiotics, 75.8% of respondents said 'pretty-much'.

The teachers of the subject were agree with the opinion of the survey and evaluated these results as very positive
In overall, the experience with the HM-PBL has been very positive for teachers and students.