Abstract

Objective: In this study, we aimed to evaluate the role of pediatric surgery in the problem-based learning (PBL) system, which is included in the curriculum of our medical faculty.

Material and Methods: In order to comparatively evaluate the contributions of teaching staff of Department of Pediatric Surgery”, contributions of lecturers serving in the blocks, curriculum commitees and clinical scenarios of PBL were reviewed The distribution of clinical scenarios which also included pediatric surgery among years and education terms were assessed.

Results: Within the last 6 years, clinical scenarios related to pediatric surgery were elaborated in two blocks in the Years I and III of the medical faculty. DPS contributed to 8 (38 %) out of 21 blocks of the first three years (38 %). From the 68 clinical scenarios of the above mentioned blocks, DPS contributed directly to the writing process of 25 (36.8 %) scenarios. Among 40 departments of the medical faculty, our department was one of the departments which made the greatest contributions to the PBL system. Lecturers of DPS had assumed responsibilities in three blocks and curriculum ,and student assessment commitees.

Conclusion: Pediatric Surgery has a very large area of interest, which opens opportunities to contribute to the medical education both in the learning of clinical sciences and basic medical sciences.