ABSTRACT
Background: Patients seek Korean Medicine (KM)
treatment for a broad range of complaints in Korea, but predominantly for
musculoskeletal disorders. We investigated lumbar Intervertebral Disc
Displacement (IDD) practice patterns of Korean Medicine doctors (KMDs) within a
hospital/clinic network specializing in KM treatment of spinal disorders
through survey of diagnosis and treatment methods.
Methods: Questionnaires on clinical practice
patterns of KM treatment for lumbar IDD were distributed to 149 KMDs on January
25th, 2015. The questionnaire included items on sociodemographic
characteristics, clinical practice patterns, and preferred method of lumbar IDD
diagnosis and treatment. KMDs were asked to grade each treatment method for absolute
and relative importance in treatment and prognosis, and safety.
Results: A total 79.19 % KMDs (n = 118/149)
completed the survey, and results showed that integrative care mainly
consisting of acupuncture, herbal medicine, Chuna manipulation, and pharmacopuncture
was administered to IDD patients. The participant KMDs largely relied on
radiological findings (MRI and X-ray) for diagnosis. ‘Eight principle pattern
identification’, ‘Qi and Blood syndrome differentiation’ and ‘Meridian system
syndrome differentiation’ theories were generally used for KM syndrome
differentiation. The most frequently prescribed herbal medication was
Chungpa-jun, and most commonly used Chuna technique was ‘sidelying lumbar
extension displacement treatment’. IDD patients received 1.9 ± 0.3 treatment
sessions/week, and KMDs estimated that an average 9.6 ± 3.5 weeks were
needed for 80 % pain relief.
Conclusions: This is the first study to investigate
expert opinion on KM treatment of IDD. Further randomized controlled trials and
clinical guidelines based on clinical practice patterns of KM are called for
Hung
CH, Lin CY. Using concept mapping to evaluate knowledge structure in
problem-based learning. BMC Med Educ201515:212, DOI: 10.1186/s12909-015-0496-x
ABSTRACT
Background: Many educational programs incorporate
problem-based learning (PBL) to promote students’ learning; however, the
knowledge structure developed in PBL remains unclear. The aim of this study was
to use concept mapping to generate an understanding of the use of PBL in the
development of knowledge structures.
Methods: Using a quasi-experimental study
design, we employed concept mapping to illustrate the effects of PBL by
examining the patterns of concepts and differences in the knowledge structures
of students taught with and without a PBL approach. Fifty-two occupational
therapy undergraduates were involved in the study and were randomly divided
into PBL and control groups. The PBL group was given two case scenarios for
small group discussion, while the control group continued with ordinary
teaching and learning. Students were asked to make concept maps after being
taught about knowledge structure. A descriptive analysis of the morphology of
concept maps was conducted in order to compare the integration of the students’
knowledge structures, and statistical analyses were done to understand the
differences between groups.
Results: Three categories of concept maps were
identified as follows: isolated, departmental, and integrated. The students in
the control group constructed more isolated maps, while the students in the PBL
group tended toward integrated mapping. Concept Relationships, Hierarchy
Levels, and Cross Linkages in the concept maps were significantly greater in
the PBL group; however, examples of concept maps did not differ significantly
between the two groups.
Conclusions: The data indicated that PBL had a
strong effect on the acquisition and integration of knowledge. The important
properties of PBL, including situational learning, problem spaces, and small
group interactions, can help students to acquire more concepts, achieve an
integrated knowledge structure, and enhance clinical reasoning.
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