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Using problem-based learning in neurosciences education for medical students.
R A Purdy1, T J Benstead, D B Holmes
1Department of Medicine, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada.
Summary
Problem-based learning (PBL) was implemented in medical education to enhance the neurosciences curriculum. Evaluation showed positive student performance and feedback, guiding future course development.
Area of Science:
- Medical Education
- Neuroscience Education
- Curriculum Development
Background:
- A Curriculum Task Force recommended problem-based learning (PBL) as a key educational strategy.
- This led to proposed changes in traditional medical curricula.
Purpose of the Study:
- To describe the development and evolution of a problem-based learning course in neurosciences.
- To outline curriculum planning, design, implementation, and evaluation processes.
Main Methods:
- Development of a PBL course in neurosciences at Dalhousie University Faculty of Medicine.
- Detailed description of curriculum planning, design, and implementation phases.
- Course evaluation including student performance and feedback analysis.
Main Results:
- Presentation of program evaluation results.
- Analysis of student performance on examinations.
- Summary of student feedback regarding the PBL course.
Conclusions:
- Summary of lessons learned from the PBL course implementation.
- Identification of future issues for ongoing course development.
- Recommendations for refining the neurosciences curriculum through PBL.