Table 1 Innovations in the PBL curriculum for the course on protection, promotion and support of breastfeeding
From: Problem-based learning for in-service training on breastfeeding in Friuli Venezia Giulia, Italy
Learning objectives | • Defined after a local needs assessment |
• Broken down by knowledge, skills and attitudes | |
• Priority to the respect for physiology | |
• Centered on women, empowerment and continuity of care | |
• Supported by pillars: ethics, communication, clinical practice | |
Participants | • Maximum 24 participants per course considering availability of physical structure and human resources for three tutorial groups working in parallel |
• Maximum 8 participants per tutorial group and 4 per practical session to stimulate interaction among participants, enhancing group discussion and learning | |
• Different professional background and service affiliation in small groups discussions to favour sharing of knowledge and experiences and enhance learning outcomes | |
Learning activities and materials | • Priority to tutorial groups and practical sessions |
• Manuals for tutors and participants provided at the beginning of the course | |
• Hard copies of lectures and set of slides provided beforehand | |
Assessment procedures | • Criteria clearly discussed with participants at the beginning of each course |
• Dedicated checklists available in the participant’s manual | |
• Higher weight to tutorial groups and practical session assessments in the final score | |
• Daily assessment of contributions to construction of group knowledge, performance during group work and support to other participants | |
• Daily formative evaluation: frequent constructive feedback | |
• Written exam with combined multiple choice and short answer questions | |
• Follow up programme for participants who fail |