Abstract Book of the 7th Global Conference on Education and Teaching
Year: 2025
[PDF]
A PBL class scenarios integrating the basic sciences for medical students
Anna Bentke-Imiolek, Paulina Dumnicka and Kinga Kocemba-Pilarczyk
ABSTRACT:
The Problem-Based Learning (PBL) method in medical education is well described and evaluated for years efficient way of conducting variety of classes. This work presents teaching scenarios that integrate pre-clinical courses — Anatomy, Biochemistry, Histology, and Physiology — into a cohesive learning experience through PBL cases. This integration is particularly significant as it aligns with current educational shifts, where interdisciplinary, context-based approaches are becoming increasingly important in medical education.
The authors relied on scientific literature from PUBMED, as well as European and American health guidelines, and leading textbooks in Biochemistry, Anatomy, Histology, and Physiology. After piloting the scenario in the Integrated Pre-clinical Sciences course during the 2024 summer semester, feedback was used to refine the design.
The three presented PBL-scenarios engage students with a medical case involving: (1) drugs used as an anesthetics, (2) HPV and cervical cancer development and diagnosis and (3) venous thromboembolism. All exemplary cases promote active learning and critical thinking. They are designed not only to teach core scientific pre-clinical medical concepts, but also to help develop essential skills and competencies through discussions on the topic covering: anatomy, biochemistry, histology, physiology, genetics and molecular biology.
This work is a contribution to medical education and an example showing how interdisciplinary learning can be successfully integrated into pre-clinical science courses, creating a dynamic and engaging learning experience for students.
Keywords: active learning, critical thinking, interdisciplinary learning, pre-clinical sciences, problem-solving