“Chalk and blackboard interactive 2-day workshop” for pediatricians in training and medical students: preliminary experience

Abstract

“Problem-based learning” differs from lecture-based teaching because it centers on problems using scenarios to illustrate previously taught material and takes place within a group, where participants contribute to the learning process at every stage. Furthermore, there is no mention of the teacher, because its leader acts as a facilitator. Between 2011 and 2013, we organized six “chalk and blackboard interactive workshops”. For each workshop, 6–8 medical students, 12–14 pediatricians in training and 2–4 experienced pediatricians met during 2 days to address clinical cases. Each case dealt with using two blackboards according to a simple schedule: (1) two pediatricians in training (alternatively: one student and one pediatrician in training), supported by one experienced pediatrician, present the problem of a child, ask the participants to collect further diagnostic information and to plan the examination (the experienced pediatrician, the pediatrician in training and the medical student had previously pitched a script containing well-defined educational goals); (2) the participants make and justify a diagnostic assessment, suggest and interpret the laboratory tests and finally recommend management; (3) the interpretation of diagnostic studies is also carefully dealt with. The time spent to deepen basic skills is higher than that devoted to diagnostic tests and treatment. Enormous participant gratification and enthusiasm were described by the participants to each workshop. In our opinion, “problem-based learning” and “chalk and blackboard workshop” share common advantages. The major advantage of the “chalk and blackboard workshop” is the inclusion of experienced pediatricians, who concurrently act both as teachers and facilitators.