Introduction of the topic of snake bite and envenomation in medical curriculum using a problem-based learning approach

IntroductionSnake bite is a neglected tropical disease of Asia and African countries. The risk factors, disease burden, pathology, clinical management aspects of the condition deserve to be emphasized in the medical curriculum especially in the tropical countries. In Malaysia, there are at least 18 different species of venomous land snakes among which cobra bites and Malayan pit viper bites predominate. The coverage of snake bite envenomation in medical school curriculum is inadequate judging from the poor knowledge among health care providers. PBL is an instructional mode where "triggers" from a problem case is used to define learning objectives. PBL enables students to understand the relevance of underlying scientific knowledge and principles in clinical practice. MethodsWe attempted the delivery of topic of snake bite to 100 students in Year 1 module "Body reactions to Various Agents" using a problem-based learning (PBL) approach. The PBL case was designed; conducted according to standard format. The students were evaluated during the first and second session according to standard format. A questionnaire on the various aspects of the case, group work and facilitator was circulated and survey was based on the Likert scale. Problem based question on the same topic was used in end of block examination to assess knowledge assimilation. Results and conclusionThe study showed a positive response in the students attitude, perception and gain of knowledge on the topic of snake bite envenomation. Problem based learning was considered an enjoyable and well-suited model for the delivery of the topic. The paucity of student friendly and medically relevant literature in textbooks and E-resources was highlighted by the students. The student score for the PBL sessions was high while the marks scored for the problem -based question showed a significant positive association between the top-scorers of the year group and the PBQ marks (p > 0.05). The PBL method is proven to improve the affective skills in the students while the cognitive skills improvement is not enhanced.