Summary
Objectives: Problem- and project-based learning are approved methods to train students, graduates
and post-graduates in scientific and other professional skills. The students are trained
on realistic scenarios in a broader context. For students specializing in health informatics
we introduced continued multidisciplinary project-based learning (CM-PBL) at a department
of medical informatics. The training approach addresses both students of medicine
and students of computer science.
Methods: The students are full members of an ongoing research project and develop a project-related
application or module, or explore or evaluate a sub-project. Two teachers guide and
review the students’ work. The training on scientific work follows a workflow with
defined milestones. The team acts as peer group. By participating in the research
team’s work the students are trained on professional skills.
Results: A research project on a web-based information system on hospitals built the scenario
for the realistic context. The research team consisted of up to 14 active members
at a time, who were scientists and students of computer science and medicine. The
well communicated educational approach and team policy fostered the participation
of the students. Formative assessment and evaluation showed a considerable improvement
of the students’ skills and a high participant satisfaction.
Conclusions: Alternative education approaches such as project-based learning empower students
to acquire scientific knowledge and professional skills, especially the ability of
life-long learning, multidisciplinary team work and social responsibility.
Keywords
Education - learning models - project-based learning - problem-based Learning - medical
informatics
