• As you know, we in LIMU implement PBL technique in which, PBL cases are usually take place over a week, in which students are given a clinical scenario to learn about, at the end of each week, student groups reconvene to share their findings in a seminar.
  • Seminar is an instructional technique which involves generating a situation for a group to have guided interaction among themselves on a theme which is generally presented to the group by one or more members. Seminars considered a method to integrate skills of reading, writing along with presentation skills.
  • Seminars provide a scientific and educational sessions which encourage creativity and innovation and move away from stereotypes, simulation and replication.
  • In general, seminar objectives a can be divided into organizational, educational and practical presentation skills objectives

A.Organizational objectives come from the facts that PBL Seminars:

  1. Represent a weekly faculty members meeting to review programs, evaluate and facilitate integration between disciplines.
  2. Ensure discussion between students and faculty members from different fields.
  3. Allows to identify the missing or redundant objectives.
  4. Provide a mean to evaluate the performance of lecturers and the tutor leading the working group.

B.Educational objectives Educational objective of a seminar can be divided into:
a.Cognitive objectives:
It creates opportunities to:

  • Explore topics in more depth
  • Share ideas that will advance our thinking
  • Learn from other’s experience and knowledge
  • Gain perspectives and points of view
  • develop ability to seek clarification
  • Develop ability to defend the ideas effectively

b.Affective objectives:
It helps to develop the

  • feeling of tolerance to ideas of others.
  • feelings of co-operation with others and improve sense of team work.
  • manner of questioning and answering the questions of others effectively.

Basic medical students either with basic, medical or dental interest are considered as key members in medical team and they play an effective role in investigation and interpretation of health problems, so they must be provided with the fundamental principles of the scientific researches that enable them to apply the knowledge they learned and express their opinion in a scientific and concise way.

The question of how and when to introduce undergraduates to primary research articles is a perennial problem.

We in Faculty of Basic Medical Sciences started a series of exercises undertaken with Level One students as introductory training towards the reading, writing and presentation of scientific papers. In the first exercise, students consider the structure of a scientific report, read and evaluate a given research papers. Subsequently, students are asked to imagine themselves as scientific investigators interested in a specific problem. In tutor-led group discussion, they design an experiment to investigate the problem and then individually write a report based on provided data.

Scientific posters summarize information and data in concisely and attractively way to help publicize and to generate discussion. The poster is usually a mixture of a brief text mixed with tables, graphs, pictures, and other presentation formats.

For that importance and at the beginning of the academic year, we give our student a lecture pointing the importance of the poster, criteria of designing a poster, tips to create a good poster and examples of some suggested topics.

Every student from the second and third years of BMS has to present one poster only during the academic year.
We evaluate student’s poster according to the following criteria:

  • First impression
  • Layout
  • Tittle
  • Identification
  • Content
  • Conclusion
  • References
  • Student demonstration
  • Student knowledge
  • Student outlook